Skip to main content

Full text of "The Abbot Catalogue"

See other formats


Founded 1829 — The first incorporated school for girls in New England 

Principal Donald A. Gordon 

Location Andover, Massachusetts 01810; 23 miles from Boston 

Enrollment 315 girls (235 boarders; 80 day students) 
Campus 45 acres; 30 buildings 

Endowment $2,000,000 
Library 15,500 volumes 

Financial Aid The school currently provides $95,000 a year in financial aid 
Accreditation New England Association of Colleges and Secondary Schools 
Independent School Association of Massachusetts 
National Association of Independent Schools 

TELEPHONE Abbot Academy telephone number: Area Code 617 - 475-3562 

This number connects all departments. Telephone calls may be received by 
the students through this number. Except in cases of emergency, calls 
during class time and evening study hours should be avoided. 

The switchboard is open Monday through Friday from 7:30 a.m. to 9:30 
p.m., Saturday 8:00 a.m. to 1 1 :30 p.m., and Sunday 9:00 a.m. to 9:30 p.m. 
Girls may be reached for emergency calls after 9:30 p.m. by calling their 
Resident Advisors or the Guard on 475-3567 who will deliver the message. 
The Dean of Students may be reached at 475-6599. 

INNS AND MOTELS Andover Inn — Chapel Avenue, Andover Tel: 475-5903 


Sheraton Rolling Green Motor Inn 

Lowell St., Andover Tel: 475-5400 

Merrimack Valley Motor Inn 

Route 125, Chickering Rd., No. Andover Tel: 688-1851 

Abbot Academy 

CALENDAR 1971-1972 

September 10 Friday 

1 1 Saturday 

12 Sunday 

1 3 Monday 



23 Saturday 

26 Tuesday 

27 Wednesday 
6 Saturday 

12 Friday 

13 Saturday 

14 Sunday 
20 Saturday 


Registration, 10:00 a.m. to 4:00 p.m. 
Orientation Weekend. Required of all Day 

Students as well as Boarders 
Classes begin 

School Picnic. Required of ALL Students 

PSAT — Senior-Mids 
Alumnae Days 

SAT — Seniors 
Parents' Weekend 

Fall Term 

Fall Term examinations begin 
Thanksgiving Vespers 
24 Wednesday Fall Term examinations end. End of Fall 
Term — Thanksgiving recess begins at 
noon or after last exam 
29 Monday 6:00 p.m. End of Thanksgiving recess 

November 30 Tuesday Winter Term begins. Classes Resume Winter Term 

December 12 Sunday Christmas Vespers 

15 Wednesday 1:00 p.m. Christmas vacation begins 
January 5 Wednesday 6:00 p.m. Christmas vacation ends 

6 Thursday Classes resume 

8 Saturday Achievement Tests — Seniors 
March 6 Monday Winter Term examinations begin 

9 Thursday Winter Term examinations end. End of 

Winter term 
Spring vacation begins at noon or after last 

26 Sunday 6:00 p.m. Spring vacation ends 




Spring Term begins. Classes resume 




SAT — Senior-Mids 




Achievement Tests — Senior-Mids 



Alumnae Day — Bazaar 



Advanced Placement Tests — Seniors 






Baccalaureate Service 



Spring Term examinations begin 



Spring Term examinations end. End of 

Spring Term 
Class picnics 



Last Assembly — Preps and Juniors depart 
by 1 1 :00 a.m. 




Spring Term 

Attendance is required at the following school functions: REQUIRED 

Morning assemblies Christmas Vespers ATTENDANCE 

School picnics Academic and sports award assemblies 

Thanksgiving Vespers Baccalaureate 

Occasionally some change in the school calendar is necessary. If this occurs, 

parents will be notified well in advance. 


Every school should seek, at any moment in its history, to act on its recog- PURPOSES AND AIMS 
nition of the time-honored truth that great purposes are constant, while 
the conditions for such purposes require ceaseless adaptation. Our goal 
persists; ways and means are not immutable. While mindful of its tradi- 
tional past, Abbot today seeks to hold the initiative in answering the 
challenge of our times, which centers on the tension between the condition 
of many of our young people and the assumptions which have governed 
American pedagogy for so many years. 

Abbot presupposes that a majority of its students wish to pursue serious 
work at institutions of higher learning, and to this extent it is a "college 
preparatory school." But its purposes are, ultimately, broader than this 
image has traditionally implied. 

While the center of such preparation continues to be the curricular program, 
Abbot recognizes that the presence or absence of a truly positive, supportive 
environment plays the primary role in aiding or fracturing a student's 
chances of building a constructive attitude toward demanding curricular 
experience. Consequently Abbot in recent years has primarily emphasized 
its environmental quality, while working to broaden and strengthen the 
curricular fare offered. 

An Abbot student lives in an open context, faced with a rigorous program. 
She will be helped to mobilize herself effectively, but not compelled to do 
so. Thus Abbot is a place to be used well, not merely to be endured. The 
Abbot student will discover a rapidly expanding role for herself in managing 
and directing her emerging life, and an abundance of support and help in 
carrying on her quest for integration and identity. Abbot embraces its 
preparatory function, but also recognizes that without a constructive, hu- 
mane, and open environment as a base, our efforts to serve that function 
are doomed to failure. 

A major ingredient in her development is, obviously, a developing under- 
standing of the opposite — i.e. equal and complimentary — sex. Our 
coordination in matters curricular, extracurricular, and social with Phillips 
Academy is evolving toward a progressively more natural and positive 
overall coeducational context, one in which girls and boys may simul- 
taneously enjoy one another's company, work together on myriad tasks and 
opportunities, and thus move toward an understanding of each other as 
complimentary human beings, designed to live and work together in free 
and respectful association during their adult lives. 

Abbot believes that the combination of a supportive environment and a 
demanding program affords young people the best chance to discover the 
essential rigor and joy of becoming independent and mature while being 
helped through the strains and confusions that necessarily beset adolescence. 
Our faith in coeducation rests primarily on our recognition of the fact that 
while America has offered traditional education per se to boys and girls, 


it has not adequately sought to include education about men and women 
as social beings. Our aim is to accomplish something practical in this area 
as well as in more traditional areas. 

Thus we hope that via this comprehensive process the Abbot student will 
develop her own abilities further — we do not seek to "produce Abbot 
girls" — and that she will incline progressively toward a sensitive regard 
for others, and a tolerance for the varied and many needs of society as a 
whole. Abbot trusts that progress in these areas constitutes the quality of 
beginning that is essential to a person's becoming herself fully and, in 
the process, good for and to the world she lives in. 

Donald A. Gordon 

Criteria for admission include previous school records, standardized testing, ADMISSION 

recommendations from the present school, a personal interview, individual 

interests and abilities — information useful in identifying girls who will 

actively contribute to and benefit from the academic and community life at 


Candidates are asked to take the Secondary School Admission Test (SSAT), 
which is administered several times a year at centers throughout the United 
States and abroad, preferably not later than December preceding the desired 
year of entrance. Registration bulletins for the SSAT are available from 
either the Abbot Admissions Office or the Educational Testing Service, 
Box 922, Princeton, New Jersey 08540. 

Personal interviews are a nearly indispensible part of the admissions pro- 
cedure. The Admissions Office is open five days a week, and we request 
that unless distance prevents, each candidate plan to visit Abbot on a 
weekday prior to the application deadline. Campus visits enable candi- 
dates to speak with a member of the admissions staff, to meet and talk 
with Abbot students, and with previous notice, to visit classes. Appoint- 
ments may be arranged by writing or telephoning the Admissions Office. 

Early application is highly desirable, and application should be made by 
February 1 at the latest in order for a girl to be considered for the following 
year. All candidates whose applications are completed by February 1 will 
be notified on February 25; candidates admitted to Abbot will be expected 
to reply by March 15. Applications received too late for processing by the 
February 25 notification date will continue to be given full consideration for 
any openings which may occur during the spring and summer. 

A limited number of candidates are admitted each year under the Early 
Decision Program. This program is designed for clearly qualified candidates 
who wish to apply to only one school. Applications must be submitted in 
early fall, and candidates are notified before Christmas. Candidates not 
admitted under the Early Decision Program are still eligible for con- 
sideration at the regular admission time in February. The Admissions 
Office will supply specific information concerning the Early Decision Program 
upon request. 

Candidates may apply to enter any of the four classes: Preparatory (9th 
grade) , Junior ( 1 0th grade) , Senior-Middle ( 1 1 th grade) , and Senior (12th 
grade), although it is rare for the school to admit a single-year senior. 

A fee of $20 is required with each application, and there is a registration 
fee of $200 when a girl is admitted and accepts in turn the place reserved 
for her. The registration fee is applied to the first tuition bill. 

Candidates who anticipate requesting financial aid from Abbot should read 
carefully the section of the Catalogue headed "Financial Aid." Communica- 
tions should be addressed to: 

Mrs. Faith H. Kaiser 
Director of Admissions 
Abbot Academy 
Andover, Mass. 01810 


FINANCIAL AID Each year Abbot awards a substantial number of partial tuition scholarships, 
based solely on financial need. Such financial aid grants are rarely given 
for more than half tuition, and the average is lower. We require the parents 
of all financial aid applicants to complete the Parents Financial Statement 
from the School Scholarship Service in Princeton, New Jersey, and a supple- 
mentary Abbot Scholarship Form. The School Scholarship Service sends Abbot 
a confidential estimate of how much assistance a girl will need from Abbot. 

A girl's relative ability or inability to finance her own education is not a 
criterion in the decision to admit her to the school. Only after she has been 
offered admission is a girl's financial status considered. The school makes 
an effort to ensure each girl who is admitted of enough financial aid to 
enable her to come to Abbot, but admission of a financial aid candi- 
date to Abbot does not guarantee that a scholarship will be provided. 
Scholarship notifications are sent to new girls shortly after the February 
25 notification date. 

Abbot scholarships are one-year grants, and are reviewed each year accord- 
ing to possible changes in families' financial situations. Financial aid awards 
are confidential, and the recipients are simply required to maintain a satis- 
factory academic standing and to be good citizens of the school. 

Parents of current Abbot students requesting renewal of scholarships and 
parents of candidates for admission to Abbot who will be requesting financial 
aid should request School Scholarship Service forms from our Admissions 
Office early in the school year. CURRENT STUDENTS AND NEW CANDI- 




Abbot's program is strong but not uniformly conventional. We offer a 
variety of subject areas and teaching approaches designed to sharpen 
each girl's sensitivity and awareness about herself and her environment. 
Since most of our students enter some form of college, we concern our- 
selves with the fullest possible preparation for that experience as well as 
the world beyond. 

In keeping with this purpose, we recognize that a solely abstract form of 
study is inadequate to the challenge of our time. Consequently, there are 
some classes which use immediate experience, here and off campus, in- 
stead of texts as a basis for intellectual inquiry. There are many methods 
and styles of teaching to be encountered here, and a student at Abbot 
should be prepared to seek a wide overall pattern to her education rather 
than a narrowly defined path. 

Critical and evaluative skills are as important as quantitative knowledge, 
and thus both are emphasized equally. Such curricular breadth is more 
difficult to administer and evaluate than a more homogeneous curriculum 
would be, but this is a choice Abbot makes deliberately and enthusiastically, 
certain as we are that young people today need a rich diversity of modes 
to measure themselves against. The world demands that they be adequately 
prepared as people as well as intellects. 

Some of the classes at Abbot are small and informal seminars; some com- 
bine discussions and lectures; but all emphasize the importance of a girl's 
thinking for herself and expressing her ideas clearly and convincingly in 
writing and speaking. The average size of the class section is 14; the stu- 
dent-teacher ratio is 7:1. 

The challenge today is to the critical awareness of a student, not to his 
memory; it is to his confidence in himself, not to his quantitative capacity 
for assimilation. The locus of educational priority in our time has moved 
from possession of approved knowledge to the use of learned skills in 
meeting all subsequent experience and knowledge. Awareness and skill 
are primary; inert knowledge is secondary, instrumental. What has occurred 
in today's pedagogy is an important shift of emphasis, not a wholesale 
displacement of earlier priorities. 

A young person entering our world must be personally ready, in addition 
to being well-informed. 

Coordination with Phillips Academy takes place on an experimental basis. Coordination with 
Few departments are fully coordinated, but many on each campus now Phillips Academy 
offer courses to students from both schools. Students in art and modern 
languages are placed in sections for which they are best qualified, and 
may find themselves on either campus. More limited cross-enrollment exists 
in English, history, classics, science, music, religion, and mathematics. 


Abbot operates on a trimester system. Major courses are usually year-long, Course Schedule 
but at the upper levels an increasing number of term-contained (1/3 
year in length) Majors have been introduced. Any three term-contained 
courses which can be scheduled in sequence earn the same credit as one 
year-long Major. A variety of Minor courses exist to provide background 
for further work or to give balance and exposure to music and the arts. 
These may be year-long or term-contained. A few such shorter courses 
are required by the end of the tenth grade — Speech for the ninth grade, 
and Humanities X and Human Sexuality for the tenth grade. Although 
certain combinations of minor courses may be counted for credit, it is 
assumed that the 16 credits required for graduation will normally be 
achieved through satisfactory completion of Major courses. Course levels 
and subjects are determined by student preferences, made after close con- 
sultation with the faculty advisor. Placement questionnaires are sent to 
new students in the spring. Grades and former teacher recommendations 
also influence placement in classes. 

16 credits (Major courses) are required for graduation. A recommended 
minimum course alignment is as follows: 

4 years of English 

3 years of mathematics 

3 years of one foreign language 

2 years of social science 

1 year, but preferably two years, of laboratory science. 

Substitutions may be considered and approved according to college en- 
trance requirements and student needs. No student should take fewer than 
four Major courses in any one year. 

Recommended Major 
Courses and Requirements 
for Graduation 

Each Abbot student is under the guidance of a faculty advisor of her own Advising and Reporting 
choosing. This advisor will know the student well and thus have a compre- 
hensive picture of the girl — academically, personally, and socially. With 
the approval of the Director of Studies, the advisor will help the student 
plan her program, considering her total work load 'and her course alignment 
with college admission and graduation requirements in mind. Faculty and 
parents are encouraged to keep in close touch with the Director of Studies 
and the advisor concerning each girl's progress. A written mid-term report 
of the student's work from her teachers, and the faculty advisor's appraisal 
are sent to parents or guardians in October. Term reports are sent in De- 
cember, March, and June. Other reports which may be sent to parents are 
academic warnings and supplementary reports of achievement. A report 
from the Resident Advisor is sent to parents three times a year. Honor 
Board reports will be sent to parents, as well as reports of accumulating 
records which cause concern. 

A small number of eleventh graders have the opportunity of spending the Off-Campus 
spring term in Washington, D.C., acting as Interns in offices of Congress- Study Programs 
men and Senators. They live as a group in a Washington girls' school 
dormitory and are supervised. Only good students with ten or more Major 

1 1 

credits are accepted for this program. They should not carry a laboratory 
science in the eleventh grade if they intend to participate in the Washing- 
ton Internship Program. 

From time to time Abbot girls spend a full academic year in France, 
Germany, or Spain, with the program known as School Year Abroad. Such 
a year is best taken in the eleventh grade. The office of the Director of 
Studies will be glad to supply more information upon request. 

Symbols used: 
(M) — 
(T) — 
(T 2 ) — 
A, B & C — 

A. A. — 

P.A. — 

F — 

W — 

9-10-11-12 — 

a year-long minor 

a term-contained major course 

a two-term major course 

term units of major courses — a term is 
one-third of the school year. 

Abbot Academy 

Phillips Academy 

offered in fall term 

offered in winter term 

offered in spring term 

grades for which course is offered 

(Fee not to exceed $5 per term) 

A 2 period course which either introduces a girl to art or permits her to 
continue or to further develop abilities and interests she already has. There 
will be continuous reference to the principles of design and an opportunity 
to learn and to experiment with new techniques. There will be a balance 
between structured problems and free creative periods. Open to all classes. 

(No fee) 

Studio exercises using various materials in experimental ways are com- 
bined with slide tapes and problems using the polaroid and movie camera. 
The purpose of the program is to increase the student's visual awareness 
and to help her discover interrelationships in different fields of study. 
Drawing ability is not necessary. 

Four unprepared class periods. In its emphasis on observation, interpreta- 
tion, and organization, the course is designed to supply the basis for a 
critical understanding of contemporary surroundings. Along with illustrated 
lectures and discussion of design problems, the student receives experience 
in photography, two-dimensional design, and three-dimensional construc- 
tion. Previous experience in art is not required. 

(Fee not to exceed $15 per term) 

An exploration of possible approaches to the design of our physical en- 
vironment, with the intention of relating analysis of function and structure 
to the need for expressive order and scale. There is a chance for the student 
to combine practical interests with an aesthetic and technical discipline. 
The course requires the student to take the initiative in solving assigned 
problems. Prerequisite: Visual Studies 



Course, grade level 
and location 


Studio Art 
9 - 12 
A. A. 

Visual Perception 

9 - 10 


Visual Studies 






Art Gallery Project (Fee not to exceed $15 per term) 

^ A small group of highly motivated students may execute a project re- 
suiting in an exhibition in the Addison Gallery. Examples of past projects 
include a light and sound sculpture show (Crosby and Colburn, 1970), 
and a Robot Theatre (Lawrence, Pratt and Kurt, 1971): "Happenings", 
research on the Gallery collection resulting in an exhibition, etc. By pre- 
vious arrangement with the instructor. 

Ceramics I (Fee not to exceed $15 per term) 

9 - 12 

Provides instruction in hand building, wheel throwing and glaze making. 

^•A. Q ne double period weekly. 

Ceramics II (Fee not to exceed $15 per term) 

10- 12 Same as Ceramics I, with additional instruction in the loading and firing 
A«A. f tne | ar ge gas kiln. Open to Phillips Students. 

Documentary Photography (Fee not to exceed $15 per term, plus cost of supplies) 

10-12 Documentary photography means working with people in their environ- 
A.A./P.A. ments. It is a truly human form of expression, seeking to break down bar- 
riers of fear, prejudice and self-consciousness. The emphasis in this course 
is on the photographic essay, and on evolving one's own creative process. 

Film-Making (Fee not to exceed $75 per year) 

IA A studio course in the use of the movie camera. Students use Super-8, or 
occasionally 16mm cameras, to make narrative, documentary, or anima- 
tion films. Although commercial or experimental films are available for 
viewing, the emphasis of the course is definitely upon the making of films. 
Students may choose to work individually or in groups, and are encouraged 
to explore whatever styles and subject matters they find most interesting. 
Prerequisite: Visual Studies. 

Kinetic Art (Fee not to exceed $15 per term) 

A n exploration into art concerned with movement through space. After a 
study of the history and scope of kinetic art, students pursue individual 
projects ranging from mobiles and mechanized forms to electronic sculptures 
and color organs in search of the aesthetics of movement. Prerequisite: 
Visual Studies. 

(Fee not to exceed $15 per term) 

Painting and Graphics An introduction to the basic concepts and techniques of painting in oils, 
12 watercolors, and acrylics and to printing, relief (woodcut, linoleum, etc.), 
A.A. intaglio (drypoint, etching, etc.) and silk screen. Preparatory to the pre- 
ferred work in the medium of each student's choice, there will be class 
discussion, review of ideas, demonstrations of techniques, and assigned 
problems of design. Individual work will be criticized by a practicing 
painter and printmaker. The course will meet in the Abbot Studio. Pre- 
requisite: Visual Studies. 


(Wingate Paine Fellow) (Fee not to exceed $15 per term, plus cost of Phofrography 
supplies) 11-12 

P A 

Taking Visual Studies as a base, the advanced students work with the idea " " 
of photography as a visual language. Using this language, the student 
learns to make statements about himself as an individual in his environ- 
ment. Advanced techniques are used to make such statements strong and 
personal. Prerequisite: Visual Studies 

(Fee not to exceed $15 per term) Sculpture 



Offers an opportunity to work in practically every material available to the 
sculptor today, such as wood, stone, metal, plastics, and others. It is there- 
fore possible for the student to develop into sculpture, concepts already 
begun in Studio Art, as well as ideas drawn from his own experience. In- 
dividual criticism is stressed. Prerequisite: Visual Studies 

An extra charge course offered by special arrangement, probable cost $35 Weaving 
per term plus supplies. Group cannot exceed 6 in number. 9-12 


F/S (Fee not to exceed $10 per term) Welding 

2 periods a week. An art minor course which may be elected for one term 9-12 

A A 

— enrollment limited to 4 students. Students will be expected to design and 
construct a finished sculpture in metal. There will be instruction in the 
technique of handling open wire and solid metal shapes with a study and 
emphasis on contemporary principles of sculpture. 


(T) A term-contained major, meeting with four preparations in the Spring Art History 
Term. It will include discussions and commentaries on the major move- 12 
ments in painting, sculpture and architecture in the 19th and 20th centuries. P.A. 
These seminars will be accompanied by slides of representative works. Read- 
ing will include a general art history textbook such as Janson or Canaday, 
monographs and articles on particular movements, and catalogues of recent 
exhibitions, such as the 1940-70 show at the Metropolitan last year. The 
course will include several trips to museums in the Boston and Cambridge 

The course will begin with a general and brief introduction into the theory 
of art, concentrating on the changes in the criteria of art in the modernist 
movements. It will discuss David, Ingres, Delacroix and Courbet as ante- 
cedents of modernity, in conjunction with the English landscape painters 
of the late 18th and early 19th centuries. Then, the bulk of the course will 
concentrate on the following movements in the late 19th and 20th centuries: 
Impressionism, Post- Impressionism, Expressionism and the Bauhaus move- 
ment, Surrealism, Cubism and Post-War Modernism. Prerequisite: At least 
one previous course in the Art Department. 


Art History Seminar 
A. A. 

A. A. 

Painting and Graphics 
A. A. 

Photography Major 

IA, B, C or F & W or F & S) 

A survey of Western art from ancient to modern times with an emphasis on 
the latter. Roughly half the year is spent on the period from Greek to 
Baroque art (18th century), and the other half on art movements of the 
19th and 20th centuries such as Impressionism, Expressionism, Dada, etc. 
The history of photography as a creative medium is very definitely included. 
There is an emphasis in the course on the social environment in which a 
style flourishes, as any art is determined in part by the society which 
produces it. 

The class is offered to Phillips as well as Abbot students, and combines lec- 
tures accompanied by slides and/or film, with class discussion. Reading in- 
cludes Janson's History of Art, a basic text and supplemental reading in 
special areas as American art and photography. The course will also include 
"guest lecturers" and trips to Boston area museums and galleries. 

Students are expected to produce several research papers and are encouraged 
to conduct seminar sessions on topics of special interest to them. 

(Fee not to exceed $15 per term) 

Same as Ceramics II, with the addition of a weekly lecture, required read- 
ing, and a five-hour field trip monthly. Open to a limited few by special 


(To) (Fee not to exceed $25 per term) 

Similar to the minor course; the fall term is required but either the winter 
or spring term may be omitted. Four class periods and an equivalent 
amount of outside time. Prerequisite: Visual Studies 

(Fee not to exceed $75 per year, plus cost of supplies) Permission of in- 
structors is required. 

Designed to give students who are seriously interested in photography a 
chance to explore the medium in depth, the course will be limited to 12 
students. Prerequisites are Visual Studies and a portfolio showing evidence 
of a student's ability to handle the work involved. The course will be 
divided as follows, but either B or C may be eliminated to allow a two- 
term major. 

P. A. A (Fall) Class, 4 hours; lab, 2 hours; preparation, 2 hours. Techniques 
of photography, both black and white and color. An intro- 
duction to the history of photography, and a discussion of the 
uses of photography as a communications medium. 

A.A. B (Winter) Documentary Photography — means working with people in 
their environments. It is a truly human form of expression, 
seeking to break down barriers of fear, prejudice and self- 
consciousness. The emphasis in this course is on the photo- 
graphic essay, and on evolving one's own creative process. 2 
hours in class; 2 hours iab, 4 hours preparation. Limited to 
10 from Phillips, 10 from Abbot. 


C (Sp ring) Abbot Academy or Phillips Academy, depending on the stu- 
dent's preference. Class, 2 hours; preparation, 2 hours. Work 
on individual projects in either documentary photography or 
some other area of photography. The term will conclude with 
an exhibit of student projects. 

(Fee not to exceed $15 per term) Studio Art Major 

This is a credit course for advanced art seniors in the Abbot studio. Class ^ 
meetings will provide the time for instruction and for discussion of the A. A. 
principles of art. There will be practice in pencil, charcoal, and ink, drawing 
from life or from imagination. Specific problems will be presented to 
strengthen the power of free expression, individual style, and experimenta- 
tion in mixed media. There will be an introduction of relief painting and 
intaglio, and a choice of painting in watercolor, acrylics, or oil; or of 
making collages and three-dimensional constructions. Four hours outside 
independent work is required of each student. Open to Abbot girls only, 
by permission of instructor. 

Unless indicated otherwise, there are sections of these courses offered at THE CLASSICS 
both schools open to students of both. It should be emphasized that at all 
levels there is opportunity for study and discussion of Roman and Greek 
mores, religion, culture, history, and related topics. 

(T)S Intensive training in the interpretation of English words by analysis of Etymology 
stems, based on a systematic survey of the most productive elements de- P.A. 
rived from Greek, Latin, and other Indo-European languages, with exer- 
cises designed to expand vocabulary and develop precision of understand- 
ing and expression. 

All courses in Greek are open to students of Abbot Academy and Phillips GREEK 
Academy. These courses are taught at Phillips Academy, with the exception 
of the Abbot Greek minor. 

The course is devoted mainly to forms and the most essential principles of Greek 10 
syntax. Text: Chase and Phillips, A New Introduc tion to Greek (Harvard 9 - 12 
University Press) . To aid the memorization of inflections and vocabularies P.A. 
there are daily exercises and drill, both oral and written. 

The course is open to properly qualified students in the eleventh and Greek 10-20 
twelfth grades. It covers in one year the essential material of Greek 10 and 11-12 
Greek 20. Texts: Chase and Phillips, A New Introduction to Greek (Harvard P.A. 
University Press); Xenophon's Anabasis, ed. Mather and Hewitt (Uni- 
versity of Oklahoma Press); Plato's Apology and Crito, ed. Dyer and 
Seymour (Ginn and Co.) 


Greek 20 The second year is occupied with selections from Xenophon's works and 
P.A. with an easy dialogue of Plato. Prose composition in Attic Greek is studied, 
the grammar is reviewed, and there is extensive work in sight translation. 
Texts: Xenophon's Anabasis, ed. Mather and Hewitt (University of Okla- 
homa Press) ; Plato's Apology and Crito, ed. Dyer and Seymour (Ginn 
and Co. ) . 

Greek 30 The third year is spent mainly in reading selected books of the I liad and 
P.A. the Odyssey. After the dialect is mastered, more attention is given to the 
literary side of the poems and to the translation of Homer at sight. Texts: 
Selections from Homer's "Iliad" , (Appleton); Homer's Odyssey l-XII, ed. 
Stanford (St. Martin's Press); Euripedes' Alcestis, ed. Hadley (Cambridge 
University Press) . 

Greek 40 The fall term is devoted to selections from Herodotus, Hippocrates, Thucy- 
P.A. dides and Plato; the winter to a play of Sophocles; the spring to selections 
from Greek lyric poets. 

Greek T 

(T) or (M) Fall, Winter or Spring 

The course will be arranged to fit the needs of students either as a year- 
long minor with two prepared class periods or as a term-contained course 
with four prepared class periods. The course studies the Greek Old and 
New Testaments. It is a senior elective open to those who have completed 
at least Greek 20. 

Greek Minor 
9 - 12 


Latin 10 
9 - 10 

A beginning study of the language. Attention is given to basic compara- 
tive linguistics and etymology; also, concepts peculiar to Greek thought 
and intellectual history. Text: A New Introduction to Greek, Chase and 
Phillips (Harvard University Press). 

The beginning Latin course covers basic forms and syntax of the language 
and fundamental vocabulary; there is consistent practice in sight transla- 
tion and in prose composition of simple sentences. The purpose of the 
course is to prepare students for general reading in Latin prose, not solely 
in Caesar. Text: Chase, A New Introduction to Latin (Independent School 
Press). Open to Abbot girls only. 

Latin 20 This course is designed to complete the student's knowledge of basic Latin: 
A.A. grammar and syntax, strengthen the vocabulary, and introduce the student 
to some variety of Latin authors. During the first term the course gives c 
thorough review of the fundamentals of Latin grammar and begins thej 
reading of Caesar. In the last two terms, more Caesar is read, with the 1 
reading varied by selections from other Latin authors. Open to Abbol] 
girls only. 


Students in their first year at Abbot may be placed in this section depend- 
ing on the results of placement examinations. 

Open to students of Abbot Academy and Phillips Academy. The course 
has a threefold purpose. Linguistically, it teaches students to read Latin 
with increasing ease. Historically, it presents a picture of Cicero's life 
and times and compares his period with our own. Culturally, it assesses 
the literary importance of Cicero as the creator of a prose style which 
influenced the literature of Europe for centuries. There is frequent prac- 
tice in sight translation. In the spring term, selections from Virgil are 
read. Text: Latin: Our Living Heritage , Book III, Gillingham and Barrett 
(Charles E. Merrill Books). 

In winter term those who wish may substitute for the regular Latin 30 
either Latin 33 or 35. 

(T) Medieval Latin. — Fall 

(T) Plautus 


Four prepared class periods. Open to students of Abbot Academy and 
Phillips Academy. By a study of selections from the Aeneid and from other 
Latin poetry, the course introduces students to both the forms and the 
content of classical poetry and deals with its influence upon the poetry 
of the modern languages. There is constant practice in reading Latin 
verse aloud. The poems are studied as literature and not merely as ex- 
ercises in translation. Books I, II, IV and VI of the Aeneid are read 
in Latin, Books III and V in translation. 

In the spring term students who wish may substitute for the regular Latin 
40 either Latin 43 or 44. 

Latin 20 Sp. 

Latin 30 


Latin 33 

Latin 35 


Latin 40 

(T) Livy 


(T) Catullus 


Open to students of Abbot Academy and Phillips Academy. The course 
is open to students who have passed Latin 40 or who otherwise satisfy 
the department of their fitness. It is the equivalent of the traditional fresh- 
man Latin course in many colleges. In the first term, selections from 
Livy's Histories are read, and the reading of Horace's Odes is begun and 
carried on into the second term. In the winter, two Roman comedies are 
read; in the spring, selected poems of Catullus and selections from Taci- 
tus' Annals. 

(M) Reading and discussion of Horace's Odes and selected poems of 
Catullus, with special attention to the literary artistry of the poems, to 
their sources in the Greek lyric poets, and to their influence upon modern 
poetry. Open to properly qualified students who have passed Latin 30. 

Latin 43 

Latin 44 


Latin 50 

Latin H 


Latin S 

Latin and Greek 

(M) This course, less demanding than Latin H, is designed for students 
who have completed Latin 30 and desire to keep in contact with the 
language. The reading is drawn mainly from the poetry of Ovid. 

(M) or (T) No regular course is given, but special arrangements can be 
made for any student desiring work in advanced composition in Latin or 
Greek, either as a term-contained course with four prepared class periods 
or as a year-long minor with two prepared class periods. 


English 10 The course will be team-taught by members of the department and divided 
9 into three term-contained units. Two terms of study will focus on different 
A.A. kinds of literary expression including the novel, the short story, drama, and 
poetry; an examination of myth and fable; a study of the hero. Representa- 
tive texts: Beowulf, The Once and Future King, Rime of the Ancient 
Mariner, Romeo & J uliet. One term: Classroom Behavior, The Learning 
Experience. Abbot's experience for ninth graders calls upon each student 
to discuss classroom behavior, to practice more immediate ways of listen- 
ing and discussing, and to relate to her teacher as a resource rather than 
a force or disciplinarian. Reading in this term is from a student-drawn list. 
Class discussions are varied with circumstance, and writing is discussed 
and undertaken by students. In this way the teacher, by careful observation, 
oversees the efforts of fifteen individuals rather than one class. Work is 
evaluated by each student and by the teacher in periodic comments made 
to the class, to the Director of Studies, and to parents. 

English 20 The course will study all genres with concentration on the development of 
10 both critical and creative awareness and with consideration of the ex- 
A.A. pository, lyrical, and narrative approach. Representative texts: Here and 
Now, a Shakespeare play not taught in English 30 or 40, Paradise Lost, 
Moby Dick, John Brown's Body. 

In 1971-1972, students at the 11th grade level may elect the program of 
study offered by either the Phillips Academy or the Abbot Academy 
English Department. 

Coordinated classes, taught by members of both departments on both 
campuses : 

English 30A & B Four prepared class periods. English 30A is given in the fall term, 30B 
11 in the winter. The equivalent of ten periods is spent in both English 30A 
A.A. /P. A. and English 30B considering principles of composition. English 30A studies 
three units in literature: a Shakespeare play not reserved for English 40; 
Pope or Swift or Fielding; Romantic Poetry. English 30B studies these 
three units: Ibsen or Shaw or Chekov; Hardy or Conrad; 20th Century 


Four prepared class periods. Spring Term. Teachers of English 30 devise 
specialized courses of study. In so far as the schedule and numbers permit, 
students may choose courses that meet their interests and needs. 

English 30C 
1 1 


Classes, not coordinated, taught on the Abbot campus by members of 
the Abbot English Department: 

While the courses at this level are essentially elective and term-contained, 
each section is taught by the same teacher for the year and courses are 
chosen by the student in a block of three; for example, The Comic Vision, 
The American Dream, Man and Nature. In addition to the specific focus 
of each elective, emphasis is also placed on the development of sensitivity 
to language and style. Text: Comprehension, Analysis, Style, Expression 
Book of Self-Timed Exercises. 

(a) To be followed by 31 B and 31 C English 31 A 

The Comic Vision — The course will explore the comic and satiric spirit 11 

from Shakespeare to the 20th century. Representative texts: The Tempest, A. A. 
Gulliver's Travels, The Rape of the Lock, School for Scandal, Thurber 
Carnival, Catch-22. 

(b) To be followed by 31 B and 31 C English 31 A 

Brave New World — The course will consider not only Utopian literature 
but also the human condition as portrayed by writers from the 16th to 
the 20th centuries. Representative texts: The Tempest, Gulliver's Travels, 
The Great Gatsby , Manchild in the Promised Land, Grapes of Wrath, Brave 
New World. 

(a) The American Dream — An attempt to find and define the American English 31 B 

Dream as it appears in the literature of our country from James Fenimore 11 

Cooper to Jack Kerouac. Representative texts: Pudd'nheod Wilson, The A. A. 
Great Gatsby, The Lottery, Raisin in the Sun, On the Road. 

(b) Black Literature in America — A study of Black writers, including English 31 B 

Wright, Baldwin, Ellison, Hughes, and Cleaver. Supplementary reading will 11 

include the way in which the Black has been portrayed by such writers as A. A. 
Twain, Styron, and Faulkner. 

(a) Man and Nature — The course will focus on man's relationship to his English 31C 

natural environment, including such aspects as man in conflict with nature, 11 

the Romantics' view of man and nature, the origins of Transcendentalism, A. A. 

and the continuing philosophy today of man's need to live within nature, 

sensitive to its particular needs. Representative texts: Macbeth , The Secret 

Sharer and The Heart of Darkness, Walden, Romantic poetry, Cat's Cradle. 


English 31C 
A. A. 

English 32 Honors 

A. A. 

(b) Youth and Reality — The stream of continuity from the 16th century 
to modern times illustrates the reality which youth has always had to face. 
Particular emphasis is placed on the special problems of today's youth in 
a vastly changed world. Representative texts: Macbeth; The Old Wives' 
Tale; Billy Budd; Winesbur g, Ohio; The Red Sky. 

By Department permission. The Comic Vision, American Dream, and Man 
and Nature. 

English 40F 


In 1971-1972, coordination with Phillips Academy for 12th grade students 
will take place in those specialized courses offered by the Phillips Academy 
English Department and the elective courses offered by the Abbot Academy 
English Department under the following conditions: for Phillips Academy 
students, successful completion of the qualifying examination; for Abbot 
Academy students, Department permission. Students not in coordinated 
courses will elect from the courses offered on the Abbot Academy campus. 

The English 40 program of study at Abbot Academy is essentially term- 
contained. Students will change teacher and section each term. 

(a) To be followed by 40W and 40S 

Man and God — A course in Western thought and belief, which will con- 
sider man's confrontation with and attempts to resolve the inexplicable. 
Readings will include Sophocles, Oedipus Rex ; Shakespeare, Hamlet; Dante, 
The Inferno; O'Neill, Mourning Becomes Electra; Beckett, Waiting for 

English 40F 

English 40F 


English 40W 

English 40W 

(b) To be followed by 40W and 40S 

The Power and the Throne — This course attempts to determine through 
the eyes of the writer the role of authority. Representative texts include: 
The Orestian Trilogy, Hamlet, K ing Lear, Medea, The Plague. 

(c) To be followed by 40W and 40S 

The Struggle of the Individual — The course will explore man's attempt to 
reconcile life to himself and himself to life. Representative texts: Oedipus 
Rex; Haml et; the plays of Ibsen and O'Neill; Look Homeward, Angel. 

(a) Portrait of the Artist — A study of the sensitive human being forced to 
make some adjustment to an often insensitive world. What are the varieties 
of adjustment (or lack of it)? Representative texts: Joyce, A Portrait of 
the Artist; Grass, Cat and Mouse; Hesse, Steppenwolf; Brecht, The Cau- 
casian Chalk Circle; Bellow, Henderson the Rain K ing 

(b) Irish Myth and Symbol — A study of the imagination and literary 
tradition of the Irish from Cuchalain to Brendan Behan. Representative 
texts: A Portrait of the Artist, Celtic Twilight, The Informer, Riders to the 
Sea, Long Day's Journey into Night. 



(c) The Hero — An attempt to determine his evolution from epic hero to 
antihero, from Beowulf to Henderson, The Rain King. Representative au- 
thors: Renault, Hesse, Faulkner, Salinger, Wolfe. 

(d) Literature of the 20th Century — This course will concentrate on that 
period between 1900-1945 and will include the novel, drama, and poetry. 
Representative writers: Lawrence, Joyce, Faulkner, T. S. Eliot, Yeats, Cum- 
mings, Miller, Pirandello, Beckett. 

W S (b) Creative Writing — A two-part course offered during the winter 
and spring terms. Students may elect either or both parts. The writing of 
poetry, drama, and short fiction. A number of works will be read, but always 
with emphasis on their value to a working writer. 

There are two aspects to the spring term courses. Approximately half of the 
term is concerned with one of the electives listed below, and the second 
half with an independent project, either critical or creative. 

(a) The Expatriates — Paris of the 20's! The Montmartre, populated by 
the angry, young self-exiled writers seeking for self-identification and 
home. Who are these people? What are they like? Representative texts: 
That Summer in Paris, A Moveable Feast, The Beautiful and the Damned. 

(b) The Beat Generation and The Angry Young Men — A look at the 
post-war generation of the 50's in both England and America and its search 
for values as expressed by Kerouac, Ginsberg, Ferlinghetti, Osborne. Repre- 
sentative texts: Coney Island of the Mind, The Subterraneans, Look Back 
in Anger. 

(d) Myth and Symbolism — A study of American myth and symbolism as 
seen primarily in Romance. Novellas, short stories and poetry of Melville, 
James Knowles, Agee, Thurber, Robert Lowell. 

(f) Independent Study — Open to 12th graders in winter and spring terms, 
by Department permission and upon acceptance of the proposed study by 
a Department member of a girl's choice. 

F, W (By Department permission) 
Man and God, Independent Study. 

Special Fourth-Year Courses (41, etc.) — Eligibility of Abbot students is 
on recommendation of Abbot's English Department. The following is a 
provisional list. 

1 . Play Production 

2. Contemporary Drama 

3 Comparative Humanities 

4 Creative Writing 

English 40W 

A. A. 

English 40W 


English 40 



English 40S 



English 40S 


English 40S 


English 40S 



English 40S 



English 42 Honors 




D A 




rolkiore background or Med. Lit. 

D A 



Poetic Form 

D A 



/ . 

Eliot Seminar 

P A 

r .M. 


uireraiure ana rne rviovies 

D A 



American Masters 

D A 


1 u. 


P. A. 

1 1 . 

Novel and Drama Seminar 


Afro-American Literature 


Writers in Depth 

HISTORY Men are complex beings and their history forms a mesh of interrelated 

activities and ideas. Indeed, men are their own history. 

Each history course at Abbot aims to encourage an understanding of the 
variety of men's behavior by looking at the influence of politics, economics, 
art, literature and philosophy, one upon the others. 

History 10 Man, His Neighbors and His World — An introduction to the Social Studies, 
9 this course is based on the supposition that man becomes truly human 
A. A. only when he interacts with his fellow man. Study begins with the funda- 
mental social unit, the family, and traces the development of more com- 
plex and formalized structures such as law, religion, culture, and urban 

History 20 Great Men and Issues — A course covering the Medieval to Early Modern 
10 period, roughly from Charlemagne to Louis XIV. The study of biographies 
A. A. /P. A. of great men shows the impact they had on their times. Particular emphasis 
is put on change and the reasons that bring it about. 

The attempt is made to recreate the climate of former ages by including 
in the study not only the facts of history but an awareness of the civiliza- 
tion, the ideas, the literature and the art of different eras and the inter- 
play of political and social forces. 

To increase understanding it is necessary to teach the craft of evaluating 
facts. Based on readings of original source material, different and opposing 
historical interpretations and the presentation of conflicting opinions, the 
awareness of the student not to accept textbook generalizations uncritically 
is increased. 

On the whole the course follows chronology, from the destruction of the 
Roman Empire to the new beginnings of Western Civilization. From Charle- 
magne, the Crusades, The Renaissance, the Reformation with its aftermath 
of Wars of Religion, to the development of the modern national state, the 
awareness of the student of today's still living past is awakened. 

The course does not demand textbook learning, forgotten as soon as the 
tests are over, but thought and active involvement through critical analysis. 


Modern European History — The course in modern European history is an 
intensive and conceptual study of western Europe from the French revolu- 
tion in 1789 to the present day. The first term is devoted to a study of the 
nature of revolution; the work of the second term is concerned with the 
development of "isms" — socialism, communism, nationalism, and im- 
perialism; the work of the third term deals with twentieth century Europe. 
A variety of texts is supplemented by library reading. Open to the eleventh 
and twelfth grades. 

History 32 
11 - 12 

The American People — Their Past and Present — The course in American History 401 
History is an intensive study of the American people, their institutions, 11-12 
ideas and creative impulses. The first two semesters are a chronological A.A. 
study of the development of those institutions and ideas; the third semester 
is devoted to a study of twentieth century problems in seminars. Although 
a good deal of attention is paid to political and economic trends and their 
relationship to each other, intellectual, artistic and literary achievements 
of the American people are also studied in depth in the context of the 
political environment of a given period. A text is used as a guide, supple- 
mented by a variety of outside readings and independent research; classwork 
emphasizes individual participation through discussion. 

Required of Abbot students in the eleventh or twelfth grade. Open to 
Phillips Academy uppers and seniors. 

Ancient History 

History 41 



Introduction to Asian Civilization 

History 42 



Modern Europe 

History 43 



Equality of Opportunity Since 1865: Ideal or Reality? — The fall term of the 
course will be similar to the regular American History course, two thirds 
of the year will be organized around a problem central to U.S. history since 
1865: the tension between the American ideal of equal opportunity to all 
citizens and the realities of life in industrialized, urbanized society. Each 
student will be involved in two complementary activities: an intellectual 
exploration of this evolving tension, and a fieldwork project that puts her 
to work providing broader educational opportunity for poor or linguistically 
handicapped children in Lawrence. 

Much of the course will be informed by firsthand experience. In studying 
immigration and industrialization, we will both analyze Lawrence's urban 
development before the great labor disturbances of the early 1 900's and 
search out clues for contemporary ethnic and religious conflict in the 
lives of Lawrence's new immigrants. 

American History 401 
Special Section 


History 44 

History 45 

The final month of the course will ask where we go from here. How can 
schools be made to broaden authentic opportunity? Is radical political and 
economic change necessary — and is it possible without violence? To what 
extent does our foreign policy embody the ideal that "all men are created 
equal"? How shall the U.S. balance the needs of a billion desperately 
poor "third world" citizens with the needs of its own people and the ex- 
igencies of modern power politics? What should equality of opportunity 
mean in America and the world? 

(T) Spring — Modern Russia 

Politics of International Relations (Plus project to equal major) 

History 47 

(T) Fall — Victorian England 

(T) Winter — Radicalism in American History — This' course will ex- History 48 
amine American radicalism through a biographical approach. The radical ]2 
tradition, its leaders, their goals and methods, their legacy of achieve- p.A. 
ment and failure — these will form the basis of the course. The course 
will center on Sam Adams and the American Revolution; Frederick L. 
Douglass and William L. Garrison and the abolitionist movement; Thad- 
deus Stevens and radical reconstruction; Eugene V. Debs and the labor 
and socialist struggle; William E. B. DuBois and his multiple careers as 
a black protest leader; Susan B. Anthony and women's liberation; Martin 
Luther King, Jr., and the nonviolent direct action movement; and Malcolm 
X and black liberation. The students will study how these leaders defined 
the problems of their times, the new society each envisioned, and the 
means each prescribed to change the world as it is to the world as it 
ought to be. The course work consists of readings, discussions and short 
analytical papers. 

A, B, C — Problems in History — This is an advanced seminar dealing History 50 
in depth with three historical problems, one problem in each semester. 11-12 
Each topic is directed by a different teacher. Schedule permitting, the A.A. 
topics may include the Russian Revolution and its Historical background; 
Economic Thought and Practice; an evaluation of contemporary interna- 
tional literature in the political and social context of Russia, Germany, 
France and India; and a study of American art against the background 
of American politics and social thought. Open to eleventh and twelfth 
graders: class size limited to ten. 

(M) Politics of International Relations History 45 


(M) Introduction to East Asia History 42E 


(M) Introduction to South Asia History 42S 



(M) F, W, S — Awareness Workshop ■ — Two meetings for one term. Humanities X 
Emphasis is placed on awareness of interaction between self and environ- 9-10 
ment. The workshop includes exercises designed to promote self-awareness A.A. 
and awareness of others. No books, no preparation, no test, no grades. 
The course is planned especially for tenth graders. 


Humanities Y The Creative Response — A major course devoted to encountering the lives 
11-12 and works of creative individuals with the aim of increasing depth and 
A. A. breadth of response. Emphasis is placed on the intuitive and emotional 
rather than cognitive and analytical in facing the question, "How do dead 
works release energy in the perceptive audience?" The course is a study 
of affective experience based on the lives and works of Van Gogh, Berlioz, 
Thoreau, E. E. Cummings, Isadora Duncan, Billie Holiday, Alec Guiness, 
and Benvenuto Cellini. 

Humanities Z (T) F, W, S — Structure and Learning — A one-term self-evaluated 
11-12 workshop designed to prepare students for unstructured or student-structur- 
A.A. ed educational experience. The class will focus on the attitudes and ex- 
periences represented by such terms as curiosity, discipline, spontaneity, 
fantasy, creativity, attention, concentration, and learning. 

HUMAN SEXUALITY An open discussion of human sexuality with emphasis on the biological, 
A.A. psychological and social aspects, as well as on the moral involvements. 
A one-term minor required of tenth graders. 

MATHEMATICS Mathematics is presented as a branch of human knowledge, interesting 
in its own right. Mechanical skills and accuracy are desired, but stressed 
chiefly as implements necessary in developing the subject and in work 
with broad basic principles. 

For 1971-1972 very little coordination with Phillips is possible. Abbot offers 
two sequences — the usual four-year sequence preceding the calculus, and 
an accelerated three-year sequence. 

Math I Usual Sequence I through V: 



First year Algebra. Elementary algebra through radicals and the quadratic 
formula. Algebraic principles are recognized and tested by use of arith- 
metic. Use is made of sets in working with equations and inequalities. 

Math li Plane Geometry. Traditional Euclidean geometry with additional modern 
9-10 postulates. Some three-dimensional work is offered. 

Math III Intermediate Algebra. Review of number systems; equations and inequal- 
10-11-12 ities of the first and second degree; the complex number system; exponents, 
A.A. radicals, and logarithms; functions, trigonometric functions; identities, 
graphs, and general laws; series; binomial theorem; permutations and com- 

Math IV A & B — Elementary Functions Fall and Winter. Study of elementary 
10-11 -12 functions including exponential, logarithmic, and trigonometric. 


(T) Spring — This term completes the pre-calculus requirement. Some 
work with analytic geometry, sequences, limits, and derivatives will be in- 

Calculus. First year calculus, differential and integral, preparing for calcu- 
lus AB Advanced Placement Examination. 

Accelerated Sequence I through V: 

As above. 

An accelerated course for able students wishing to cover two years in one. 
Intermediate algebra is integrated with plane and coordinate geometry 
where possible. Other topics from intermediate algebra are covered separate- 
ly. This course is to be followed by lll-IV. If terminal, it earns only 
I-V2 credits. 

Completion of intermediate algebra and careful study of relations and 
functions, converses and inverses. Logarithms and trigonometry are included. 

Math IV C 

10- 11-12 

Math V 

11- 12 


Math I 



Math 11-111 


Math lll-IV 
1 1 


As above. 

Math V 


Computer Math (M) 

Some advanced courses at Phillips are open to qualified Abbot seniors. 

Math 42 Analytic geometry, vectors, matrices, sequences, and limits. This course 
12 should be considered as an alternate to Math V Calculus. Prerequisite: 
P.A. Math lll-IV or IV. 

Math 43 Probability and Statistics. Students will be expected to learn to use the 
12 computer to facilitate their work, if they are not already familiar with it. 
P.A. Prerequisite: Math lll-IV or IV. 

Math 46 A,B — Five prepared periods. Polynomial calculus. This is not an Advanced 
12 Placement course. Those who wish to take a full year of calculus should 
P.A. elect Math V. The course will offer an introduction to both the differential 
and the integral calculus of polynomial functions and the applications of 
these ideas in many situations. 46A will be offered in the fall and winter 
terms and 46B in the winter and spring terms. Prerequisite: Math lll-IV 
or IV. 

MODERN FOREIGN The Abbot Academy and Phillips Academy modern language departments 
LANGUAGES offer a coordinated modern language program, with cross-enrollment at all 
levels of study. The courses listed are taught by members of the two 
faculties and are open to the students of both schools. 

The aim of the modern foreign language program is to teach the students 
not only to read or write the language but to understand and speak it in a 
manner acceptable to native speakers. At the end of the curriculum, the 
students are expected to have acquired a working knowledge of all struc- 
tures, as well as the ability to read, analyze and discuss some important 
literary works. 

The foreign language is the language of the classroom from the very be- 
ginning. The language laboratory is used to reinforce comprehension and 
basic oral skills, mostly at the elementary and intermediate levels. The 
methods employed parallel as closely as possible the natural order of lang- 
uage learning: hear it first, then say what you have heard, next read, and, 
finally, write. 

Students who demonstrate unusual aptitude for and interest in the lang- 
uage during their first year of study are invited to enter special "X" 
sections which move ahead more rapidly without demanding more time. 
Those who complete the accelerated sequence may meet the diploma re- 
quirement after seven trimesters and move directly into fourth-year courses. 


French 10 Five prepared class periods. First year French for students who have had 
no previous courses in the language. Students are expected to make fre- 
quent use of the language laboratory. Listening comprehension and the 
use of basic patterns of French speech are emphasized. 


Five prepared class periods restricted to 11th and 12th graders, this is French 10-20 
an intensive course that covers the work of the first two years of the 
normal sequence. 

Five prepared class periods. This first year French course is designed to French 11 
help the student who has had previous instruction in French, but whose 
knowledge is not secure enough to enter a regular French 20 section. The 
course emphasizes the development of aural-oral skills and prepares for 
French 21 the following year. 

Five prepared class periods. For students who have completed French 10. French 20 
While continuing to develop the audio-lingual skills, the aim of this 
course is to teach reading and the ability to understand non-technical 
French prose without recourse to translation. 

Five prepared class periods. For students who have completed French 1 1 French 21 
and for new students who qualify through a placement examination. The 
aim of the course is similar to that of French 20 and the same basic 
texts are used. 

Five prepared class periods. An accelerated course, open by invitation to French 22X 
students who have completed French 10 or French 11. Successful comple- 
tion of this course permits students to enroll in courses at the Fourth Year 
Level the following year. Texts and reading materials are those of French 
20 and French 30. 

Five prepared class periods. For students who have completed French 20, French 30 
French 21, or French 10-20 and for new students who qualify through a 
placement examination. Continuing to develop the three skills of listening 
comprehension, speaking, and reading, the third year course also stresses 
writing and the beginnings of reading for critical analysis. Texts: Barson: 
La Grammaire a I'oeuvre; Pagnol, Topaze; Aveline, La Double Mort de 
Frederic Belot; Gide, La Symphonie Pastorale; Sartre, Les Jeux sont faits; 
Moliere, L'Ecole des femmes. 

Four prepared class periods. For students who have completed French 22X French 40 
or French 30 and new students who qualify through a placement examina- 
tion. This course consists of three term-contained units: Readings in 17th 
and 18th century literature, Composition and Conversation and Readings 
in 19th and 20th century literature. Completion of the three units will 
gain a credit in French at the fourth year level. Single units may be elected 
as term-contained major courses. 

AP Language. Five prepared class periods. A course designed to meet the French 41 
requirements of the new Advanced Placement Examination in French 
Language. Open by invitation to students who have completed French 22X 
or French 30 and to qualified new students. Emphasis will be placed on 
conversation, composition, and reading, not only in literature, but in cur- 
rent newspapers and periodicals. 


French 42 AP Literature. Five prepared class periods. The initial year of a two-year 
sequence, open to students who have completed French 22X or French 30 
and who have the recommendation of their instructor and to qualified new 
students, this course is considered to be a transition between the study of 
language and the study of literature. Emphasis is placed on vocabulary 
building, written work, and close analysis of major literary works. Texts 
include: Camus, L'Etranger; Voltaire, Candide; Moliere, Le Bourgeois gentil- 
homme; Balzac, Le Pere Goriot; and Flaubert, Un Coeur simple. 

French 43 Civilization. Five prepared class periods. Open to well-qualified 11th and 
1 2th graders who have completed French 30 and who are interested in 
France's overall cultural achievements, influence, and contemporary life. 
The course is a combination of lectures by the instructors, class discussions, 
slide and film presentations, students' oral reports, and written themes on 
a wide variety of topics. It is complemented occasionally by the reading of 
short literary and historical selections illustrating the various cultural, 
literary, and artistic genres and movements. Major areas of study include 
history, geography, economics, French youth, and the role of women in 
French society; also a brief survey of the civilization of other French-speak- 
ing countries such as French Canada and Switzerland. The Paris weeklies, 
L'Express and Paris-Match, will be read and used extensively by students. 
The course is taught jointly by several members of the department. 

French 52 AP Literature. Five prepared class periods. The second year of a two-year 
sequence, open to students who have completed French 42 AP Literature 
and to selected new students, this course is an introduction to French 
literature. It prepares for the Advanced Placement literature examination 
through the close reading of representative texts which include: Corneille, 
Le Cid; Moliere, Le Tartuffe; Racine, Phedre; Stendhal, Le Rouge et le 
Noir; Hugo, Les Contemplations; Baudelaire, Les Fleurs du mal; Sartre, 
Les Mouches. 

French 50 (A,B,C,). Contemporary French Literature. Four prepared class periods. 

Open to students who have completed courses at the French 42 level or 
above, this course will consist of three term-contained units covering: The 
Pre-War Novel, Drama, and the Post-War Novel respectively. Authors 
studied may include France, Barres, Proust, Gide, Celine, Bernanos, Mal- 
raux, Mauriac, Saint-Exupery, Aragon, Giono, Montherlant, Anouilh, Gi- 
raudoux, Ayme, Camus, Sartre, Beckett, and Robbe-Grillet. French 50 will 
not be a literary history course. Emphasis will be on particular writers and 
what they have to add to our understanding of the human condition in our 
times. Each unit of the course may be elected as a term-contained major. 

French 51 IT). Advanced Conversation. Four prepared class periods. Spring Term. 

Open to students who have completed courses at the French 40 level or 



The German Department offers a six-year course with the purpose of GERMAN 
developing the ability to understand spoken German, facility in speaking, 
reading fluency, and the ability to write German correctly. The more ad- 
vanced courses also give an introduction to German literature since the 
eighteenth century and or a survey of German history. 

German is used as the classroom language. Extensive use is made of 
the Language Laboratory. 

The Department offers an accelerated course for students who show un- 
usual ability in German 10. After completion of German 21 X, these students 
enter German 40 and receive four units of credit after three years of study. 

Five prepared class periods. The beginning course seeks to develop aural German 10 
comprehension and oral expression. The basic patterns of the language are 
practiced by repetition and variation. Text: Schult-Griesbach, Deutsche 
Sprachlehre fur Amerikaner. 

Five prepared class periods. The course is designed for qualified Seniors German 10-20 
and 11th graders who wish to complete in one year the material covered 
in German 10 and 20. It follows approximately the outline of those two 

Five prepared class periods. The systematic study of basic patterns is con- German 20 
tinued with Schulz-Griesbach, Deutsche Sprachlehre fur Amerikaner. Both 
close and comprehensive reading of modern German prose is practiced ex- 
tensively. Elementary writing is introduced at this level, mostly in the form 
of summaries of the reading material. Some of the books read include 
Kessler, Kurze Gechichten; Schnitzler, Der blinde Geronimo; Durrenmatt, 
Der Richter und sein Henker; Remarque, Drei Kameraden. 

Five prepared class periods. An accelerated course for qualified students, German 21X 
covering material of both German 20 and German 30. Successful comple- 
tion enables a student to enter German 40. 

Four prepared class periods. Throughout the year grammar and writing is German 30 
reviewed in Sparks & Vail, German in Review. Some of the books read in- 
clude Brecht, Der Aufstieq und Fall der Stadt Mahagonny; Haberl, Im 
Stil unserer Zeit; Aichinger, Der Gefesselte und andere Kurzgeschichten. 
Emphasis is placed on reading, comprehension, vocabulary building, and 
written work. 

Five prepared class periods. Introduction to German Literature. This course German 40 
prepares for the Advanced Placement Examination. Through detailed stylis- 
tic analysis of a number of outstanding works, the students gain an ac- 
quaintance with some of the major authors and most significant trends in 
German literature since 1750. The course consists of three term-contained 
units which may be taken in any or all terms. The works read include 
Brecht, Der kaukasische Kreidekreis; Buchner, Woyzeck; Durrenmatt, Die 
Physiker; Hauptmann, Bahnwarter Thiel; Hesse, Siddharta; Kafka, Die 
Verwandlung; Mann, Tonio Kroger; and selected poems from Goethe to 
the present. 


German 50 Four prepared class periods. Contents vary according to the needs and in- 
terests of the students. The course consists of three term-contained units 
which may be taken in any or all terms. 

RUSSIAN The courses in Russian develop skill in speaking, aural comprehension, 
reading, and writing. The structure of the language is explained syste- 
matically and reinforced by work in the language laboratory. 

Russian 10 An introductory course. Mastery of the Russian sound system and basic 
structure patterns. All four basic language skills are taught and practiced: 
listening comprehension, speaking, reading, and writing. Language labor- 
atory practice is required to reinforce aural-oral skills. In the spring term, 
the students start reading Lermontov's Taman. Basic text: Liapunov, Rus- 
sian — Level One, 2nd Edition, (Harcourt). 

Russian 10-20 

Five prepared class periods. An accelerated introductory course, presenting 
the principal features of Russian in one year, with intensive practice in 
speaking, reading, and writing. Texts: von Gronicka, Essentials of Russian, 
Fourth edition (Prentice-Hall); Graded Russian Readers (Heath). Coordi- 
nated drill in the language laboratory. Open to Seniors and, with the approval 
of the Director of Studies, 11th graders. 

Russian 20 Five prepared class periods. Completion of the elementary course, with con- 
tinued emphasis on active use. Texts: A-LM Russian Level Two, Second 
edition (Harcourt); Graded Russian Readers (Heath). 

Russian 30 Four prepared class periods. Reading, conversation, and writing, based on a 
variety of authors. The texts include A-LM Russian Level Three (Harcourt) , 
and Ballad of a Soldier, Scenario (Harcourt). 

Russian 40 Four prepared class periods. The course may be taken in any or all terms, 
in term-contained units. Advanced reading, conversation and composition. 
Texts: A-LM Russian Level Four (Harcourt), and selected literary editions. 

Russian Literature 
in English 

(T). Four prepared class periods. Fall Term. The themes of romanticism, 
realism, the "superfluous person," Slavophilism, Westernism, nihilism, per- 
fectionism, and humanism will be examined in the works of Pushkin, Ler- 
montov, Gogol, Turgenev, Goncharov, Ostrovsky, Dostoyevsky, Tolstoy, Chek- 
hov, and Gorky, both as styles of literary expression and as stimuli of 
Russia's social and political development. 

Soviet Literature 
in English 

(T) . Four prepared class periods. Winter Term. A study of the conflict of 
individual freedom and social purpose in Russia since the Revolution, based 
on selected translations. Socialist realism, satire, divided personality, and 
dissent will be examined against the Soviet political and economic back- 
ground, and in the perspective of Russian literary traditions. 


The beginning course employs the structural approach to the language. All 
basic structures, through the present subjunctive, are learned at this level. 
The study of Hispanic cultures is integrated with the learning of patterns 
of speech. Vocabulary building is reinforced by daily conversation drills. 
Laboratory work assigned to meet the needs of the individual student. Text: 
Wolfe, Curso Basico de Esparfol. 


Spanish 10 

Open only to qualified seniors who wish to complete in one year the 
material covered in Spanish 10 and 20. 

Spanish 10-20 



Thorough review of basic patterns, and intensive study of advanced gram- 
matical structures. Reading exercises designed to increase the student's 
understanding of the cultures of Spanish-speaking people. Controlled ex- 
ercises in self-expression, both oral and written. Laboratory work assigned 
to meet the needs of the individual student. Texts: Kelly & Judd, Espanol : 
lengua y cultura II; Ugarte, Gramatica Espanola de Repaso. 

Spanish 20 

By permission only. Open to students who have completed Spanish 10 with Spanish 21 X 
honors. It covers the equivalent of the material of Spanish 20 and 30. P.A. 
Successful completion enables a student to enter Spanish 40/ 

Review of grammar and drill in the use of idioms and advanced gram- 
matical constructions. Reading speed and comprehension increased through 
selected readings, with content discussed in Spanish. Creative writing, and 
elementary studies in literary criticism, including poetry, theater, and the 
novel. Texts: Dona Perfecta, El Sombrero de Tres Picos, El Gesticulador, 
En la Ardiente Oscuridad. 

Spanish 30 

An introduction to Hispanic literature, including works of writers from the 
twelfth century to the present. Study of the principal literary movements, 
and of the specifics of certain styles. 

Spanish 40 

Study in depth of representative authors of the nineteenth and twentieth Spanish 41 

centuries: Unamuno, Gallegos, Dario, Lorca, Galdos. Guided study of ad- A.A. 
ditional works chosen by the student and read outside of class. 

Study in depth of AP authors whose works were not read in Spanish 41 : Spanish 50 

Azuela, Borges, and several others chosen from the AP list of secondary P.A. 

By arrangement for qualified students. 

Spanish 60 



Music Appreciation 

Theory of Music A 
9- 12 

Theory of Music B 
9- 12 

Theory of Music C 
9- 12 

Music of the 
Baroque Era 

Music of the 
Classical Era 

Music of the 
Romantic Era 

Great Symphonic Music 


(M) F.W.S. — Basic terminology and general information helpful to the 
modern concert-goer. The course aims to provide the listener with the tools 
necessary to enhance her emotional and intellectual response to music. 

Fall — For the non-player who wishes to learn the vocabulary of music. 
The course deals with staffs, clefs, notes, rests, modes, scales, keys, 
chords, as well as solfeggio and ear training. It includes the study of in- 
struments and learning to play the recorder. The course is intended to 
develop and to apply the skills of reading music. 

Winter — The course deals with harmonic progression, with triads in root 
position, first and second inversion, cadences, figured bass, non-harmonic 
tones, and all other material up to and including dominant sevenths and 
secondary dominants and their inversions. Prerequisite: Theory A or con- 
sent of the instructor. 

Spring — The course includes the 9th, 1 1th and 13th chords, non-dominant 
sevenths, augmented and Neapolitan 6ths, other altered chords and con- 
temporary materials. Prerequisite: Theory B. 

(T) — Fall — A study of the history, literature, and principal develop- 
ments in musical styles from 1600 to 1750 — including selected works by 
such major composers as Vivaldi, Gabriel I i , Frescobaldi, Purcell, Scarlatte, 
Schutz, Couperin, Rameau, Handel, J. S. Bach. 

(T) — Winter — A survey of the principal developments in musical styles 
from 1750 to 1820, and a study of the musical literature of Gluck, Bach, 
Mozart, Haydn, Mendelssohn, Brahms, Beethoven and others. 

(T) — Spring — A study of musical styles, forms, and techniques of the 
19th century, with special attention to the intellectual foundations of the 
romantic movement. A study of the musical literature from Schubert through 
Robert Strauss. 

(T) — Winter — The symphony is one of the most impressive forms of 
instrumental music. The course is a survey of the literature of the sym- 
phonies from 1750 to the present. It includes the reading and understand- 
ing of sonata form and the scores of the masters. Tapes and recordings! 
are used for class demonstration. 

(T) — Spring — A study of the history of classic jazz, dating back to its 
roots in Africa, its development in New Orleans, and its spread to New 
York and Chicago, and its influence on music today. A survey of ragtime, 
blues, Dixieland, fox-trot, on through the big band era of the thirties, 
concluding with the jazz rock of today. A study of the influence and con- 
tributions of the major personalities of jazz such as W. C. Handy, Jelly 
Roll Morton, Louis Armstrong, Basie, Whiteman, Gershwin, and the rest 
of the greats. 


Weekly instruction in keyboard, orchestral and band instruments, in classi- Private Instrumental and 
cal guitar, or in voice is available. These lessons are understood to be for Vocal Lessons 

serious students and not for merely recreational purposes. Candidates for 
such lessons should expect to be interviewed by their prospective teachers 
before either teacher or student is committed to a binding arrangement. 
Fee for one 40-minute lesson per week is $300 per year for piano and 
organ; it is $240 per year for all other lessons (half-year lessons can be 
arranged). These fees will be billed in two installments of equal amounts 
and must be paid prior to the start of lessons in September and the second 1 
half of the year in February. Because of the school's commitment to the 
music instructors, a student will be liable for the instructor's fee for the 
entire half-year once lessons have been started, and no refund will be 
made for lessons missed during that half-year. 


Human Relations Seminar 


Seminar in 
Learning Theory 

IT) Fall, Winter, Spring — A course in the psychology of interpersonal 

behavior. The classroom is used as a laboratory in which the student can 
observe how personality is expressed in human behavior. While actively 
participating in the interpersonal relationships that naturally develop in a 
small group, the student is able to observe directly how people behave in 
forming group relationships, how leaders develop and how the attitudes of 
each individual affect the achievement of the goals of the group. 
Discussion is concerned with the development of group goals, values, norms, 
procedure, and leadership. Particular topics may relate to a wide range of 
human problems that arouse emotional concern in individuals: relations to 
authority, social roles, personal styles of expression, feelings of hostility, 
personal success and failure, family relationships, minority problems, and 

(j) Winter The course will be divided into four topics and each 

student will have the opportunity to explore one topic in greater depth than 
the others and each student will have the consequent responsibility of 
presenting material to others in the class. 

The four topics to be considered (with a list of possible authors in paren- 
thesis) are: 

1. "Learning" from a biological point of view: How does learning in man 
differ from learning in other animals (Lorenz, Tinbergen, Morris, 
Scientific American offprints)? 

2. The human developmental sequence: What commonalities exist in the 
"growing-up" of all humans (Piaget, Erikson, Kohlberg, Gattegno, 

3. Educational theories in the light of parts one and two: How do various 
schemes utilize what is known of human development and what other 
considerations enter into making educational programs (Dewey, Tol- 
stoy, Rodgers, Friedenberg, Bettleheim)? 

4. Educational practices in the light of parts 1, 2 and 3: How can and 
are these ideas put into practice (Montessori, Gattegno, Rogers, Holt, 
Dennison, Neill, Silverman)? 

RELIGION The courses in religion are intended to introduce students to some of the 
fundamental religious questions arising out of human experience, and to 
help them gain some knowledge and understanding of a variety of per- 
spectives and practices in which different religions have sought to answer 
such questions. 

Courses at all levels attempt to develop and combine a capacity for critical 
analysis and a sensitive appreciation of various beliefs and values. They 
further seek to point to the possibility and the significance of relating 
religious experience and insight to the problems of everyday living. The 
source materials are therefore drawn from secular writing and art forms 
as well as the forms of expression traditionally viewed as sacred. 


Religion and the Human Situation: World Religions. — Four prepared class Religion 40A 
periods. Fall term. Open to Seniors. A look at the variety of religious ex- 12 
perience as expressed in some of the living religions of the world. The P.A. 
course includes the use of primary source material from various world 
religions, films, examples of religious art; as well as readings from such 
secondary texts as Man's Religions, John B. Noss and The Religions of 
Man, Huston Smith. 

Religion and the Human Situation: The Nature of Man. Four prepared class Religion 40B 

periods, Winter term. Open to Seniors. A look at the nature of man, with 12 

special emphasis on a discussion of problems of identity, evil, community, P.A. 

as expressed in some contemporary literature. The course may use such 

texts as Death of a Salesman, Arthur Miller; All the King's Men, Robert 

Penn Warren; Cry, the Beloved Country, Alan Paton; Darkness at Noon, 

Arthur Koestler; J. B., Archibald MacLeish; The Stranger, The Plague, The 

Fall, Albert Camus; The Power and the Glory, Graham Greene. 

Religion and the Human Situation: Contemporary Christian Theological Ex- Religion 40C 
pression. Four prepared class periods. Spring Term. Open to Seniors. A look 12 
at the way Christianity tries to understand and illumine the human situation P.A. 
as seen in the work of some contemporary interpreters. Representative 
texts: Honest to God, John A. T. Robinson; The New Essence of Christian- 
ity, William Hamilton; Living in the Now, Frederic Wood; Sit uation Ethics, 
Joseph Fletcher; The Secular City, Harvey Cox. 

(M). African Religion and Philosophy. Fall and Winter; Winter and Religion A 
Spring. This course will be offered twice during the year. The aim of the 11-12 
course is to introduce students to some of the most important aspects of P.A. 
African life. African man lives in a religious universe. The world and 
practically all of his activities in it are seen and experienced through 
religious understanding and meaning. This course will seek to interpret 
that experience. Readings will include I and Thou by Martin Buber; From 
the Primitives to Zen by Marcea Eliade; The Mind of Africa by W. Abra- 
ham; The Primal Vision by John V. Taylor; African Concept of God by 
John Mbiti. 

(M). Ethics. Fall and Spring. In view of the wide-scale rejection of tra- Religion E 
ditional ethical standards in America, this course will focus on possible 11-12 
ethical standards of the future. In the fall term, we will treat the historical, P.A. 
philosophical, sociological and economic aspects of leisure. As sources of 
information, various articles and chapters of books will be used. With this 
understanding of what leisure has been and meant, the course will con- 
clude with a vision of what leisure can be in the future. Much the same 
procedure will be used in the spring term for a topic of the class's choice. 


Religion L (M). Literature, Philosophy, and Religion. Fall and winter. A lecture and 
11-12 discussion course concerned with human values. This is a two-part course 
P.A. with readings and discussions dealing with the Existential positions and 
lectures dealing with a survey of Greek philosophical thinking. There are 
selective readings in philosophy, fiction, drama, poetry, and religion. Au- 
thors will include Sartre, Camus, Kafka, Greene, and Kiekegaard. 

Religion M (T). Myth and Reality. Winter. This course will begin with the question of, 
11-12 "What is it that gives purpose and direction to a people?" We will study 
P.A. selected aspects of the American myth — its success and failure. We will 
conclude with treatment of the new myth(s) which seems to be gather- 
ing around us. We will study the thoughts of Paul Tillich and read selec- 
tions from such works as Roszak's The Making of a Counter Culture and 
Tolkein's Lord of the Rings. 

SCIENCE Lab fee not to exceed $5 per term. 

Physical Science 
9 (10 by permission) 
A. A. 

(IPS) Course gives students a beginning knowledge of physical science 
and a strong insight into means by which scientific knowledge is acquired. 

Students explore the nature of matter, beginning with a distillation of 
wood which breaks down into the three states of matter: solid, liquid 
and gas. 

Measurement of quantity (mass and volume) is studied, as well as charac- 
teristic properties which permit identification. This leads to a study of 
varying solubilities of substances at different temperatures and in different 
solvents, and leads to an understanding of how substances may be separat- 
ed one from another. All this completes the first five chapters, and con- 
stitutes a unit of sorts in basic qualitative analysis. It is culminated by an 
independent laboratory "test" or project wherein students attempt to separ- 
ate and identify an unknown mixture of liquids and solids, using all the 
knowledge and laboratory techniques they have now accumulated — and 
in which they are now quite proficient. 

The course then continues in a study of compounds and elements, an ap- 
preciation of multiple proportions and on to radioactivity which leads to 
an atomic concept of matter. The course is almost entirely conducted in 
the laboratory. Many experiments are quantitative in nature and require 
careful recording of data, drawing of graphs, and calculations of results. 
Students learn to handle scientific notation, experimental error, and signif- 
icant figures early in the course. Homework consists chiefly of written 
analyses of laboratory work and problems which help clarify the concepts 
involved and serve as an extension of the material. Full year required to 
complete course (3 trimesters). Maximum class time permitted for lab 


This course endeavors to impart an understanding of scientific methods 
and reasoning by way of first hand experience. Students learn modern 
biological theories through a combination of laboratory experiments, class- 
room discussion, and field observations. Open to 1 Oth, 1 1th and 12th graders 
and 9th graders who have had IPS. 


Fall, Winter, Spring major. Independent projects. 

Prerequisite: Biology I. An advanced level biology course concerned with 
the interrelations between the living and the non-living world. This course 
will be offered as three term-contained majors in the following order: 

Plant Ecology — Fall Term. Will deal with the different plant communities 
including forest, grassland, desert and tundra, and the influences upon 
them. Discussions and field work. 

Animal Ecology — Winter term. Interactions between animals and their 
environment. It will consider the processes of population growth, disper- 
sion, natural control of numbers, species interactions, and species diversity. 
Discussions, lab and field work. 

Man and His Environment — Spring term. Prerequisite: Plant or Animal 
Ecology. Will deal with man's role in the environment and his effect upon it. 


Biology I 


Biology Projects 



Ecology A,B,C 



Following courses at Phillips will be open to Abbot students as Phillips' 
enrollment permits. 

(T) Fall, Spring — The course will familiarize students with various aspects Animal Behavior 
of animal behavior. A great deal of emphasis will be placed on observations 12 
in the field and laboratory. Regular class discussions will be held in which P. A. 
students will be expected to contribute information from their own ob- 
servations and from available literature. Some of the topics which may 
be considered are: territoriality, environmental influences on behavior, age 
distribution, courtship and mating patterns, home range and the evolution 
of behavior patterns. Prerequisite: Biology I. 

(T) — Fall, Winter — An introduction to ecology with early emphasis on Ecology 
the concepts of the ecosystem, energy flow, material cycling, succession, 11-12 
and relations within and between populations. These fundamentals will P. A. 
then be applied to problems of human ecology such as over-population, 
and air and water pollution. Prerequisite: Biology I. 

In the laboratory, relationships in communities will be investigated. Various 
pollutants and their effects upon the environment will also be tested for 
and studied. 

(T.) — Winter and Spring — Open to seniors who have completed the Biology 45 
standard course with high grades. In addition to a review of basic biology, 12 
new material will be presented as the course progresses. The combination P. A. 
of review and new work prepares students for the Advanced Placement Ex- 
amination of the College Entrance Examination Board. 



The basic courses of P. A. and Abbot will be the same so that students may 
be assigned to sections at either school. Advanced courses at P. A. will 
be open to qualified Abbot students. 

Chemistry I A course which stresses the development of unifying principles from ex- 
10-11-12 perimental observations. The basic concepts of chemistry are established 
A.A./P.A. through work in the laboratory and then thoroughly explored in class dis- 
cussions. Practical applications and topics of current interest are integrated 
into the course. Text: Chemistry: Experimental Foundations (a revision of 
the CHEM Study book)" 

Chemistry 45 (T 2 ) — Winter and Spring — The course is for students who have com- 
P.A. pleted the regular course with distinction and wish to prepare for the Ad- 
vanced Placement Examination. 

Chemistry 40 The course is open to a limited number of able students who have strong 
P.A. scholastic records in mathematics and physics. It is essentially the equiv- 
alent of a first-year college course, and prepares students for the Ad- 
vanced Placement Examination. 

PHYSICS All physics courses at P.A. are open to qualified Abbot students. 

Physics 20 (P.S.S.C. — Physical Science Study Committee) 

A»A. A laboratory course in which physics is presented not as a mere body of 
facts, but basically as a continuing process by which men seek to under- 
stand the nature of the physical world. The revised course (3rd edition) 
now starts directly with the study of light. From optics it moves to kine- 
matics and the study of dynamics, and from there to electricity and atomic 
structure which lead to the development of basic ideas of quantum physics. 
The laboratory plays an important part by allowing the student to study 
wave motion and discover relationships among force, mass, acceleration 
and conservation of momentum and kinetic energy through experimentation. 

Physics 21 An introductory course designed for younger students with only one year 
11-12 of algebra and geometry. It will use the materials developed by the Harvard 
P.A. Project Physics Group. It will have a laboratory period but the course will 
be less mathematically oriented than Physics 25. 

Physics 25 An introductory physics course open to 11th and 12th graders designed 
11-12 as a course in the basic concepts of physics with emphasis on relativity 
P.A. and modern physics. A somewhat less rigorous course than Physics 30 and 
for students who may have only one year of algebra and one year of 


A,B,C — This course of three term-contained units is designed for stu- Physics 30 
dents with some demonstrated ability in math and science. Either 30B 12 
(winter), 30C (spring) or both may be taken following 30A (fall). Taken P.A. 
as a whole unit, the course amounts to a full year of introductory college 
physics. Special permission only. 

Physics 30A (Fall — A study of mechanics, primarliy classified mechanics 
in some depth. Mathematics 40 or its equivalent taken concurrently would 
be helpful to the student but it is not required. 

Physics 30B (Winter) — A course dealing primarily with wave motions, heat 
and kinetic molecular theory. A study of wave motions includes sound and 
geometric and physical optics. Physics 30A is a prerequisite. 

Physics 30C (Spring) — A course including electricity, magnetism, electron- 
ics, atomic and nuclear physics. Physics 30A is a prerequisite. 

An accelerated course in physics for selected students who wish advanced Physics 40 
placement. It moves at a faster pace than does Physics 30 and goes more 12 
deeply into most topics. Since calculus is used in the course, students must P.A. 
have had or be taking Math 40 or its equivalent. Open only by special 

(To) Winter and Spring — Two-term major offered in the winter and Physics 45 

spring terms. This course covers new material and reviews for the ad- 12 

vanced placement examination in physics, it should normally follow either P.A. 
Physics 25 or Physics 30 and carries on into modern physics. Open only by 
special permission 

Spring — An elective minor for those students interested in electronics who Electronics 
do not have room for a major course in physics in their course program. 11-12 
It covers basic electricity and magnetism, circuitry, diodes, triodes, tran- P.A. 
sistors, alternating current, and whatever else time will allow. Prerequisite 
for Abbot girls should be IPS equivalent. 


(T) — The course prepares students to interpret natural environments and to Geology 
evaluate the physical and chemical processes acting in our own. Emphasis P.A. 
is on informal laboratory work. Math IV and a prior laboratory course in 
physics, chemistry or biology are prerequisites. Field trips to local sites. 

(T) F,W,S — Effective Speaking for all occasions; a practical guide to SPEECH 
successful communication. * * * * 9 (10 by permission) 



As the college admissions scene becomes increasingly more complex, Abbot 
does what it can for its students to make sense out of what sometimes 
appears to be more whimsical than rational. A full-time college advisor is 
present to guide the students through the labyrinth of PSAT's, SAT's, de- 
cisions, multiple applications, and finally, choices. The changing college 
situation, the student's ability, curriculum changes, adjustment factors, and 
"just plain common sense," are all ingredients in the college guidance office. 
Our advisor tries to guide rather than lead the girls to final decisions in 
what is customarily a year full of pressures and puzzles. We cannot solve 
the puzzles for the student, just as we cannot "get" her into college. What 
we do is to offer her the encouragement and the correct pieces, i.e., quality 
of guidance and education, to arrive at a successful conclusion. 



Academic Year Abroac 






Acadia, Nova Scotia 




Sophie Newcomb 

Alfred University 




— Tulane 


American University 








Lake Forest 






Lawrence University 






Lesley College 


Temple Buell 






Trinity (Connecticut! 




Marjorie Webster 






Marquette University 


Union College 


Boston College 




U.S. International 


Boston University 


Massachusetts College 

U. of California 


Bradford Jr. College 


of Art 


U. of Colorado 




Michigan State 


U. of Denver 






U. of Florida 






U. of Massachusetts 




Mt. Holyoke 


U. of Michigan 




New College 


U. of New Hampshire 






U. of New York 


Colby College 




U. of Oregon 


Colby Jr. 




U. of Pennsylvania 


Colgate University 




U. of Rochester 


Connecticut College 


Pasadena City College 


U. of Southern Nevada 


Cornell University 




U. of Utah 


C.W. Post 


Pine Manor 


U. of Vermont 






U. of Wisconsin 


















Washington University 





(St. Louis) 






Webster College 


Florida State 


Rensselaer Polytechnic 



Franklin & Marshall 






George Washington 


Rhode Island School 





of Design 










Green Mountain Jr. 


St. Andrews 


William Smith 




Sarah Lawrence 














1967 - 1971 


and Fees 

TUITION The 1971-1972 tuition for Boarding Students is $4100 a year; for Day 
Students, $2100 a year. This fee for Boarders includes tuition, board, con- 
certs and lectures at the Academy. The fee for Day Students includes 
tuition, lunch, concerts and lectures at the Academy. 

All candidates for admission are charged $20.00 at the time of application. 
A $200.00 deposit is required of all students at the time of registration, 
after admission, for reservation of a place; this registration fee is non- 
refundable and is applied toward the tuition due. All students are charged 
a health fee of $20.00, which appears on the tuition bill. 

No reduction or refund in tuition fee will be made for withdrawal after 
August 1, for prolonged absence, or for dismissal before the close of the 
school year. All fees are due and payable on the dates specified. The 
Academy reserves the right to withhold the issuance of grades to parents 
or transcripts to colleges in cases where financial obligations have not 
been met by parents or guardians. In cases where excessive amounts re- 
main unpaid, a student may be asked to withdraw from the Academy until 
monies due have been paid. No diploma will be awarded if all rendered 
bills have not been paid in full, except at the discretion of the Executive 

Committee of the Trustees. 

Schedule of Tuition Boarding Day 

and Fee Payments RegistrQtion fee $ 200.00 $200.00 

August 1 — 1st payment on tuition $1700.00 $900.00 

October 1 — 2nd payment on tuition $1100.00 $500.00 

Deposit for Miscellaneous 

Charges $ 135.00 $ 85.00 

December 1 — 3rd payment on tuition $1100.00 $500.00 

Deposit for Miscellaneous 

Charges $ 135.00 $ 85.00 

Term Bills The annual charges for miscellaneous items appear in the form of a Term 
Bill, which parents receive in June. This bill is itemized, and the amount 
not covered by the deposits of October 1 and December 1 will be payable 
at that time. Should the deposits be more than the charges for the year, 
a refund will be made in June. There will be an automatic charge on the 
Term Bill for Boarders of $28.00 per year for laundry, plus excess charges. 
Other fees and charges may include: Art supplies (from $5.00 to $15.00 
per term depending on the course in which the student is enrolled); 
Ceramics Studio fees ($10.00 per term) ; Photography Studio fees ($15.00 
per term plus supplies); Laboratory fees ($5.00 per term); bookstore 
items; toilet supplies; school publications; physical education equipment; 
organization dues; dry cleaning; testing fees; guest meal tickets; Senior 
photographs; and a variety of other expenses. 


The Bay State National Bank and the Merrimack Valley National Bank, Personal Finances 

both located in Andover within easy walking distance from the Academy, 

have agreed to accept personal checking accounts for Abbot students. It is 

recommended that an account be opened at one of these banks in order to 

facilitate cash withdrawals. Girls should not ask local merchants to cash 

personal checks, and checks will be cashed at the Academy only in 

emergencies. Students are urged to make payments by check whenever 

possible and not to keep any more cash than necessary in their rooms, 

as the school cannot be responsible for losses. Parents should provide their 

daughters with sufficient money to cover travel costs to and from home at 

vacation time. 

For possible additional expenses, see the statements on Horseback Riding, 
Driver Education, Typing Instruction, and Music Instruction. 



Abbot assumes that a student will be responsible for her major and minor 
academic courses, and will plan for herself a schedule which will ac- 
commodate them without forcing her to exclude other areas of interest and 
fun. While participation in extracurricular programs and events is not re- 
quired, it is hoped and expected that each girl will find areas of participa- 
tion which are absorbing and satisfying. Clearly, the pace will vary some- 
what with the course of the year, and some girls will have more extensive 
involvement than others with non-academic programs. The development of 
new skills and interests is important; perhaps even more important is the 
aspect of personal commitment. Working with others, helping, cooperating, 
collaborating, using your own imagination and initiative alone and in groups; 
all these considerations are integral to the concept of the extracurricular, 
non-academic facets of Abbot life. 

It is important to understand that while some extracurricular activities are 
planned to last throughout the year, perhaps as weekly commitments, others 
are spontaneous, short-lived, or intermittent. Many of the most exciting 
endeavors are student-initiated, and one cannot expect any year to be like 
the last in terms of many creative and valuable commitments which the 
girls make for themselves. Abbot is an excellent environment for "self- 
starters," and when good ideas are generated they are frequently worked 
successfully to conclusion by the joint efforts of students and staff. These 
include projects both on campus and in the community. 

Many activities are conducted jointly between Abbot and Phillips. A wide 
variety of interest groups in dramatics, art, debating, current events, modern 
dance, publications, photography and singing, to name a few, are active 
on both campuses. The Drama Workshop at Phillips Academy produces 
short plays in the Drama Lab under student directors with faculty super- 
vision. There are numerous major dramatic productions involving students 
from both schools. Students may play in the Phillips Academy Band and 
Orchestra, and there is a Joint Choir (SATB), which is primarily a choral 
study group. 

Many Abbot students feel a deep personal commitment to community and 
religious projects, under the sponsorship of the Committee for Social Con- 
cerns. Some of these enterprises include the Abbot Religious Association, 
Turtles and Wide Horizons (social service groups working with children), 
Lawrence General Hospital Volunteers, help for retarded children, and the 
Afro-American Society. 

There are two singing groups at Abbot, A Cappella (ninth and tenth 
grades), and Fidelio (eleventh and twelfth grades), for which new mem- 
bers must audition. These groups give joint concerts with Phillips and with 
other boys' schools, and perform at Thanksgiving, Christmas, and Com- 
mencement exercises. In addition, there are several informal singing groups 
which perform at dances and other special events. 


Abbot students produce three publications, the Circle (yearbook) , the 
Courant (literary magazine), and the Cynosure (the self-supporting news- 
paper which is edited solely by the students) . 

Through the Group Trips Committee, students organize trips to Boston and 
other locations to attend particular events — plays, concerts, etc. The 
Outing Club organizes ski trips, camping trips, and mountain climbing. 
Together with the Sports Department's Search and Rescue program, this 
affords those interested a wide contact with outdoor life. There is an Abbot 
Junior Ski Patrol, students may learn mountain climbing technique, par- 
ticipate in informal canoe trips, and the like. 

A number of activities take place annually but are not programs which 
last throughout the year. The annual Bazaar, on Alumnae Day in May, for 
the benefit of the Scholarship Fund, is planned and prepared by the Senior 
Mid class, with the help and participation of the entire school. The Senior 
Mids take full responsibility for this event which attracts many members 
of the community with their children. In February, there is a Winter Work- 
shop week, when regular classes are suspended and numerous other activ- 
ities take their place. During this week, girls are expected to make a com- 
mitment to at least one activity, and more are possible. This program has 
included such offerings as: The Play of Daniel, Geometric Construction, 
Creative Writing Workshop, Latin Comedy, Choreography, Folk Dancing, 
Astronomy and Astrology, Group Dynamics, Art Projects, Glass Blowing, 

Macrome, Comparative Religions, French Cooking, and numerous individual 
projects. In 1970-71 the Winter Workshop generated such enthusiasm that 
a number of the projects were continued under the auspices of the "New 
School," an informal program organized jointly by students and faculty. 

Frequently, programs or events take place as the need or interest arises, or 
as circumstances permit. Included here are such events as a Political Day, 
on which Massachusetts candidates were invited to campus to speak; trips 
to Washington (with parental permission); student-initiated underground 
newspapers; a student-organized and student-produced art and photography 
magazine; student-faculty art and photography shows; ecological endeavors; 
student-faculty volleyball, softball, and touch-football games; informal bi- 
cycle trips; car-washing projects to earn money for clubs; a student-or- 
ganized square dance; and a pie-eating contest at Phillips (light-weight 
division won by an Abbot girl). 

Ad hoc committees and work programs occupy the time of some students. 
In 1970-71 the committees on which students served included a pass-fail 
committee, a curriculum committee, a boy-girl relations committee, a 
parietal committee, and various others of short duration arising from dis- 
cussion in Town Meeting. It should be noted here that Town Meeting 
officers and Honor Board members are elected each trimester, so that many 
students have the opportunity to serve in these capacities. Students desiring 
jobs may work in the language laboratory, as film operators, as student 
guides for visitors, at the school switchboard, in various school offices, and 
as babysitters for faculty. Some jobs pay by the hour, some are volunteer. 

The line between extracurricular events and social life is a fine one, since 
opportunities for giHs to meet Phillips boys arise from both planned and 
informal programs. There are periodic dances, some large and some small, 
between the two schools; there are movies at Phillips on Saturday night 
which Abbot girls may attend; certain weekends are planned to include a 
variety of informal and social activities on both campuses; a six-school 
league plans activities at intervals throughout the year, such as beach 
parties and dances; there is a recreation house at Abbot, with kitchen 
facilities, where girls may entertain boys; sports events, cookouts, and 
picnics offer further opportunity for informal get-togethers. The students 
are free to visit informally on both campuses; altogether, while it is not a 
highly structured and scheduled social life, there is ample opportunity to 
meet and work with both sexes on a variety of different activities. Callers 
are welcome on the Abbot campus on weekday afternoons and on Saturday 
and Sunday. Abbot and Phillips have arranged specific regulations for 
visiting and activities; students are expected to observe such procedures 
carefully and to take responsibility for their actions. The Abbot-Phillips 
regulations pertain to classes at the other school in which students may be 
enrolled, meals as arranged by the two administrations, extracurricular 
activities, visits with Faculty members, and informal visiting during the 
week and on weekends. 

It should be clear that a student's activities, above and beyond her academic 
commitments, are governed to a large extent by her own interests and in- 
clinations. Some times of the year may be very busy, others less so. The 
flexible scheduling of events and the wide variety of opportunities offer an 
environment in which girls may sample new interests, work in depth in 
some, change their time allotments, and experiment with different people 
in different endeavors. Abbot hopes that the total environment is one in 


Abbot clubs: 21 

On-campus activities 
and events: 

Phillips Academy activities 
and events open to 
Abbot students: 

which girls will learn to work with others and to be committed, and which 
makes available the opportunity of choice and diversity and experimenta- 
tion. One Abbot student has written: "We're not all running around like a 
super-culture of enthusiastic students. Here lies a potential trap for dis- 
illusioned optimists. Any school experience, like life, can never be complete 
without engulfing yourself in something that interests you, something that 
benefits not only you but other people." 

Extracurricular Activities and Events Which Took Place During 1970-71 

7 social service groups 

3 outdoor activity groups 
6 music groups 

5 subject-related groups 

3 major dramatic productions 

6 student-directed ploys 
dance recitals 

student art and craft show 
individual student art show 
faculty art show 
photography exhibits 

2 music recitals 

3 informal dances 

Afro-Am conference and dinner-dance 

Political Fact-Finding Day 

Abbot Bazaar 

Winter Workshop Week 

3 major plays with girls in casts 

8 additional plays 
23 concerts 

5 music recitals 
48 movies 

Film Festival: 18 movies 
14 dances 
Winter Carnival 

Off-campus activities 
and events: 

Conferences attended by 
Abbot girls: 

Activities and events not 
included above: 

32 events required by 12 academic departments 
56 optional, social, recreational, and cultural events 

Scholastic Press Association Conference 
Pembroke Conferences 
Alumnae Conference 
4 Afro-Am Conferences 

The New School (Abbot-Phillips) : 25 courses offered once a week for 6 
weeks; sports events at A. A. and P. A.; dinners given by faculty or student 
groups for students; student-faculty sports; picnics and beach parties; 
skating show; skating party; Student Union (P.A.) activities; Latin play; 
Christmas shopping trip; bridge games for A. A. and P.A.; etc. 



PHYSICAL EDUCATION Sports are required and, as such, are a regular part of every girl's program. 

The athletic curriculum includes a variety of activities which emphasize 
exercise, good sportsmanship, and individual skills. All students participate, 
in some way, in the intra-mural and inter-mural contests which offer the 
experience of competition and contact with other classes and schools. All 
students take sports four days a week. 

The girls may elect the sports they wish to take. In the Fall Term, Field 
Hockey, Soccer, and Tennis are offered. In the Winter Term: Badminton, 
Ballet, Basketball, Fencing, Gymnastics, Tumbling, Volleyball, and Paddle 
Tennis. In the Spring Term: Lacrosse, Softball, and Tennis. In addition to 
the more traditional sports and team sports, a variety of alternatives exist 
which satisfy the sports requirement. These include: Search and Rescue 
(an Outward Bound-oriented program), bicycle riding, jogging, canoeing, 
hiking, sailing, Senior Lifesaving, and others as the interest exists. Horse- 
back riding is available during the Fall and Spring Terms ($4.00 per 
lesson plus transportation). A girl may ride one or two afternoons a week, 
supplementing her program with two days of another elected sport. 

For purposes of intra-mural competition the school is divided into two 
teams — the Gargoyles and the Griffins. Each student is a member of one 
of the teams, and competition takes place throughout the year. Each term 
an unannounced Field Day takes place. 

"he school expects that all girls will have opportunities to spend weekends, LEAVES AND 
r parts of weekends, away from Abbot; girls are encouraged to plan ahead PERMISSIONS 
f time so that such visits may be worked into their schedules. It is in- 
ended that students take the responsibility for planning how much time 
ney will spend away from school within the specified regulations. These 
egulations are relatively flexible, and students will find that, with good 
lanning, a desirable balance of time can be achieved. Weekend per- 
missions are not "earned" by academic performance, although the school 
eserves the right to ask a girl to remain on campus during the weekend 
Dr academic purposes or for disciplinary measures. 

xcept for closed weekends (before and after vacations, and before and 
uring examinations) students may take weekends away from campus when- 
ver they wish to make plans to do so. Such weekends extend from after 
girl's last obligation on Friday until 6:00 p.m. Sunday. Weekend per- 
lissions are flexible in that a girl may take all or part of any given week- 
nd away. Every girl is expected to observe the exact conditions as ar- 
3nged with the Permissions Office regarding leaves. 

eniors and Senior Mids may go into Boston for Saturday leaves. Sunday 
;aves to Boston are granted only to Seniors. Preps and Juniors may take 
aturday leaves to Boston provided they have parental permission and do 
ot go alone. A public bus to Boston leaves every hour from nearby the 
ampus. Any student may take a Saturday or Sunday leave elsewhere, 
' i th the necessary permission. 


Parents' permission must be obtained for a leave of any kind taken with 
a person not known to the school. Written permission from the parents 
and an invitation from the hostess are required for any overnight weekend 
leave. Parents may file with the school a list of people with whom their 
daughters may take leaves, or they may notify the school upon each oc- 
casion. "Blanket" permissions cover parental permission to accept any 
number of invitations from only the persons designated upon such a list. 

Girls may go into the town of Andover or on walks off campus when they 
have free time, and on Saturday and Sunday. They are expected to sign 
in and out of school on each occasion. Girls may dine off campus with 
friends or relatives on Friday night, Saturday night, and Sunday noon. Per- 
mission for other meals away from campus may be obtained by special 

Specific directions and regulations for all leaves and permissions, with re- 
gard to hours and procedures, will be sent to new students shortly after 
they are registered. This will include the few regulations pertaining par- 
ticularly to Day Students. 

Weekday Daily Schedule Rising Bell 7:00 

Breakfast Bell 7:10 

Breakfast . 7:15- 7:40 

Warning Bell 7:40 

Warning Bell 7:45 

Classes 8:00- 9:45 

Tiffin 9:45- 9:55 

Warning Bell 9:55 

Required Assembly or Other Meetings ........ 10:00-10:30 

Warning Bell .... 10:30 

Tiffin 10:30-10:45 

Classes 10:45- 2:15 

Buffet Lunch 12:10- 1 :30 

Sports . 2:30- 4:00 

Classes 4:15- 6:00 

Dinner 6:10- 6:40 


On Campus: All girls in own dorms or signed out on campus 8:00 
In Dorms: 

All Girls Check In with Resident Advisors in Person 10:00 

NO TV, Radios, Record Players 10:30 

Bedtime for 9th Graders 10:00 

for 10th Graders .. ... 10:30 

for 1 1th Graders 1 1 :00 

for 12th Graders 12:00 

Students may leave campus during free time to go downtown or to Phillips 
according to the provisions cited in the student handbook, which is sent 
to oil students during the summer. 

Preps and Juniors must have the consent of their Resident Advisors to 
sign out of their dorms after 8:00 p.m. All girls must check in with their 


Resident Advisors in person at 10:00 p.m. unless they have informed their 
Resident Advisors that they are retiring earlier. 

The above bedtimes, although strongly recommended, cannot be strictly 
enforced because of mixed classes living in each dormitory. They are in- 
tended as guidelines, and it is expected that students will exercise sufficient 
common sense to ensure themselves enough sleep. The same common sense 
principle applies to meals. Girls are urged to go to breakfast, and they are 
expected to go to lunch and dinner, unless they are on leave or have ar- 
ranged to dine at Phillips. 

The Saturday and Sunday schedules differ considerably from the weekday Weekend Daily Schedule 
schedule. There are no bells at all on weekends. Except for those occasions 
cited in the school calendar, the only required appointments are for girls 
enrolled in Phillips courses meeting on Saturday morning. Meals are served 
at somewhat different times, and there are other variations from the week- 
day schedule and permissions. 

Boarding students may not keep motor vehicles in or near Andover. They Automobiles 
may ride in private cars driven by members of their own families, or by 
adults authorized by the school, but the school does not otherwise ad- 
vocate girls riding with drivers under twenty-five years of age. Parents 
are asked to write permission for their daughters to ride with specific 
friends under twenty-five years of age; in other cases the school will give 
special permission to students at its discretion. 

Day Students' cars used for commuting are not to be used during the 
academic day and are parked in a lot on campus. No Boarder may drive 
with a Day Student unless given permission by the Permissions Office on 
each occasion. 


Health Supervision All medical services for Abbot students will be under the direction of Dr. 

Francis G. Soule at Isham Infirmary-Hospital located on the Phillips 
Academy campus adjacent to Abbot Academy. The cost of health service 
at Isham will be billed directly to parents in accordance with the fee 
schedule. A Student Health Insurance Plan is available through the school 
for $30.00 per year and parents are encouraged to elect this coverage 
since most of the expenses involved with inpatient care at Isham Infirmary- 
Hospital are covered by this plan. 

All students, both boarding and day, will be charged a Health Fee in the 
amount of $20.00 per year. This fee covers medical screening at the start 
of the year and outpatient care during the year. Neither of these items 
is covered by the Student Health Insurance Plan. 

Study Hours In order to have hours in which girls may concentrate on class preparation, 
the following conditions are in effect. STUDY HOURS are understood to 
mean that hair-washing, room visiting, TV, record players and radios are 
WISHING TO STUDY. Conditions highly conducive to study must prevail 
at these times; Resident Advisors and dormitory governments may act to 
enforce these conditions. 

The Director of Studies may at any time, having consulted teachers, re- 
strict study hour when, in her judgment, academic performance would profit 
by more concentrated application. 

Monday - Thursday: 

Study hours in dorms prevail: 8:00 a.m. - 12:15 p.m. 

4:30 - 5:45 p.m. 
After 8:00 p.m. 


Study hours in dorms prevail: 8:00 a.m. - 12:15 p.m. 

4:30 - 5:45 p.m. 
After 10:00 p.m. 

Saturday : 

Study hours in dorms prevail: 9:00 - 10:00 a.m. 

After 11:15 p.m. 

Sunday : 

Study hours in dorms prevail: After 8:00 p.m. 
NO radios, TV, or record players may be used after 10:30 p.m. any day 
except Friday and Saturday. 

Dress Students are expected to exhibit good taste and moderation in all dress. As a 
general rule, the appropriateness of a student's attire will be left to her 
own discretion. The qualifications are that 

1. Students exhibit qualities of neatness and cleanliness at all times; 

2. It be left up to the teacher's discretion whether or not informal 
clothes should be allowed in his or her class; 

3. Skirts or dresses be required for Sunday dinner; 

4. Footwear be worn for all classes, meals, in all school buildings 
throughout the school day, and at any time off campus. 


Because the boarding school experience involves getting to know a variety Dormitories and 

of other people, and to foster a greater flexibility in arrangments, Abbot Rooming Arrangements 

students live together in dormitories which house at least three classes 
each, and in many cases four classes. 

The largest dormitory, Draper Hall, also contains administrative offices, 
dining room and kitchen, library, language laboratory, and the art studio. 
Draper houses about one hundred students. There are also seven outside 
dormitories, ranging in size from thirteen to thirty students: Abbey, Chapin, 
Cutler, Flagg, French, Hall, and Sherman. Thus, during several years at 
Abbot, a student is likely to have a variety of living experiences, as most 
students change dormitories each year. Most of the outside dorms are 
large houses which have been remodeled. 

Most student rooms are doubles or singles, with an occasional triple or 
quadruple. In May each year girls are asked to indicate their choices of 
rooms and roommates, and rooming assignments are made during the sum- 
mer. Each dormitory is under the supervision of a Resident Advisor. In 
some cases this is a single woman; elsewhere, there are couples. 

Housekeeping Abbot provides each student with basic furnishings: bed, pillow, bureau, 
desk, and bookcase. Blankets, bed linens, towels, lamp, curtains, scatter 
rugs, a shoe bag, waste basket, two laundry bags, and an easy chair if 
desired, should be provided by the individual student. Every dormitory 
has a common room equipped with television, refrigerator, electric corn 
popper, and electric tea kettle. 

Students are expected to make their beds every day before attending their 
first class and before 10:00 a.m. on Saturdays and Sundays. They are also 
expected to clean their rooms thoroughly once a week and to keep them 
in relatively good order at all times. Resident Advisors inspect rooms once 
a week on a schedule agreed upon with their girls. 

Each student may keep one small suitcase in her room. Other luggage is 
stored in the luggage room. In the spring, wooden packing boxes may be 
bought for storage of possessions. Food may be kept in rooms if in suitable 
containers. Pets are not allowed in dormitories. 

Students are expected to exercise reasonable care in the use of school 
buildings, furniture and equipment. 

Dorm Council The Dorm Council is made up of the student leaders elected by each 
dormitory to represent its residents. The Dean of Students meets with the 
Dorm Council at regular intervals to consider matters of mutual concern. 
It provides a channel of communication between students and administra- 
tion and a forum for discussion of parietal conditions and regulations. 

Laundry and Dry Cleaning The school has its own laundry, charges for which are made on the Term 

Bill. All boarding students are charged $28.00 per year to cover the cost 
of laundering sheets, pillow cases, and towels. It is expected that these 
items will be done by the school laundry, and no exception will be made 
for this fee. Personal items as well as bed linen and towels should be 
marked with name tapes. Personal clothing may be sent to the school 
laundry and charges will be made in accordance with the existing price 
list for such items. In addition, there are coin operated washers and dryers 
in several locations on campus for the use of the students. Every dorm has 
an ironing room with irons and ironing boards. Dry cleaning can be ar- 
ranged for by the school; charges for dry cleaning go on the Term Bill. 

Religious Life Abbot is an all-sectarian school. It believes in exploring man's capacity 
for a spiritual life and in acquainting students with a knowledge of major 
world religions. It does not emphasize the theology of any particular sect, 
nor does it require student attendance at any religious service. Girls may 
voluntarily attend any of the churches in the area. 

Smoking Smoking is permitted, with parental permission only, for Seniors and Senior 
Mids. Because of fire regulations, all smoking is limited to the Butt Room, 
in Draper Hall. 

Bicycles Girls may have bicycles at school in accordance with regulations specified 

by Abbot and by the town of Andover. 


The Library contains over 15,500 volumes and receives over 100 news- Library 
papers and magazines. Use of the Library is free to all students, and no 
card is required. Most books circulate, with the exception of reference 
books, books on reserve, and periodicals. Reserve books may be taken out 
over night, and must be returned the next morning. The stacks are open 
to the students, who may locate the books they need. The Librarian and 
her assistants are glad to help in finding material, and should be consulted 
freely. Specific regulations pertaining to Library hours will be posted. 

Driver training is offered with parental permission. The charge is $72.00, Driver Education 
payable to Lawrence Auto School. Abbot makes an additional charge for 
transportation to and from the Registry of Motor Vehicles office in Law- 
rence for girls to take the test for a driver's permit. 

The Andover Business Institute offers a course in typing to Abbot girls. Typing Instruction 

The course covers sixteen hours of instruction and costs approximately 
$15.00, depending on the number of girls enrolled. 



The bookstore in Draper Hall is operated for the convenience of the entire 
Abbot community. Paperbacks, greeting cards, and other items common to 
a bookstore may be purchased. 

Art Gallery The John Esther Art Gallery, a wing of Abbot Hall, was donated to Abbot> 
in memory of John and Esther Byers. A variety of art exhibits is shown 
during each year with particular emphasis on different artists and media, 
thus offering the students at Abbot an opportunity to widen their scope of 
appreciation and knowledge of art forms. The Gallery is open to the public 
as well as to students, Monday through Friday, 10:00 a.m. to 4:00 p.m. 

Cum Laude Society Each year in the spring, elections to the Cum Laude Society are announced. 

This is an inter-school society which bears the same relationship to secondary 
schools as that of Phi Beta Kappa to colleges. Membership depends upon a 
very high quality of scholastic achievement. 

ABC Program Abbot participates actively in project ABC (A Better Chance), a nation- 
wide program whose function is to discover able youngsters in deprived cir- 
cumstances and to assist them in placement at independent schools. There 
are nine ABC girls currently enrolled at Abbot. 

Alumnae Association The Abbot Alumnae Association, which numbers nearly 4000, seeks to ad- 
vance the interests of the school and to keep its graduates in touch with one 
another. Alumnae headquarters are at Morton House, where guest rooms 
are provided for visiting graduates. Graduates of the school are to be found 
in every state and in 46 foreign countries. 

School Government Rather than a student government, Abbot has an arrangement in which all 
Association members of the school — students, faculty, administration, housemothers 

and Town Meeting — participate in many decisions concerning school life. The business of the 
School Government Association is conducted at a weekly Town Meeting, in 
which each individual has an equal vote. Town Meeting is thought of as a 
meeting of the whole community to discuss and decide upon issues per- 
taining to school life. 

The Abbot form of school government rests upon the assumption that each 
girl's code of personal honor holds her responsible for her own actions. 
Each girl is free to use her individual |udgment, and must at the same time 
remain sensitive to the concerns of the community. She must recognize that 
these two conditions present a dual responsibility, which demands equal 
attention to personal honor and a sense of community. 

Honor Code The School Government Association of Abbot Academy endeavors to en- 
courage in each student humane and civilized qualities of character. By 
limiting rules as such, beyond those affecting health, scholarship, and safety, 
Abbot emphasizes a high sense of honor, individual responsibility, a con- 
structive attitude, and consideration of another's rights and feelings. Students 
are helped both by their contemporaries and by faculty members to develop 
a cooperative attitude in matters affecting the happiness, welfare, and 
reputation of the group. 


Every girl who enters the Abbot community is on her honor to uphold the 
rules and standards which the school considers necessary to the well-being 
of school life. Each girl is expected to bring moral pressure to bear on any 
member of the community who does not assume the responsibility of up- 
holding these rules. In any case of violation of these rules and standards, 
therefore, any member of the school — students, faculty, housemothers, 
and administration — may take appropriate action. 

A. Dishonesty Basic Honor Rules 

No student may give or receive help in any test or examination. Stu- 
dents are expected to do their own assigned work, except in instances 
where a teacher recommends or approves cooperative effort. 

No student may falsify information on applications for leaves or forge 
paternal signatures or permissions. Students must adhere to the ap- 
proved times of departure and return and to the approved mode of 
transportation unless special waiver has been granted. Hitchhiking 
is NEVER an approved mode of transportation. 

No student may take or use another's property without the owner's 

B. Drinking 

No girl may use or possess alcoholic beverages while she is under the 
jurisdiction of the school. 

C. Drugs 

No girl may use or possess drugs while she is under the jurisdiction of 
the school. 

D. Smoking 

No Prep or Junior may smoke while she is under the jurisdiction of 
the school. 

Seniors and Senior-Mids who have parental permission may smoke in 
specified places at times approved by the administration. 

"Jurisdiction of the school" is understood to apply to girls on and off 
campus except when a girl is away on weekend leave or vacation. At those 
times, however, the school expects each girl's conduct to reflect favorably 
on Abbot. 

E. Unauthorized Absences 

No girl may leave the Abbot campus between 5:30 p.m. (4:30 p.m. 
Winter Term) and 8:00 a.m. without permission except to go to P.A., 
returning by 8:00 p.m. (11:15 p.m. Saturday) 

No Prep or Junior may be absent from her dormitory between 8:00 
p.m. and 7:00 a.m. without the knowledge and consent of the Resident 

No Senior-Mid or Senior may be absent from her dormitory between 
10:00 p.m. and 7:00 a.m. without the knowledge and consent of the 
Resident Advisor. 






The School Government Association is a participatory association based on 
individual involvement which reflects the responsibility of each member. 

ARTICLE I — Name and Membership 

Section 1 : The name of this association shall be the School Government 
Association of Abbot Academy. 

Section 2: Membership in the School Government Association shall include 
the administration, faculty, housemothers, and students of the 

ARTICLE II — Purpose 

Section 1 : The School Government Association shall function as a flexible 
system to strengthen a sense of community, and encourage 
cooperation among its members through dialogue and effective 
communication. It shall serve as a channel through which con- 
structive opinions can be directed. 

ARTICLE III — Town Meeting 

Section 1 : The basis for the school government shall be the town meeting. 

A town meeting is a convocation open to all members of the 
School Government Association. 

Section 2: Town meetings shall be held at least once a month. 

Section 3: Town meetings shall be directed by an Executive Committee. 

The Executive Committee shall be composed of a moderator and 
three secretaries, one of whom shall be a faculty member. The 
moderator shall preside over each town meeting and, together 
with the secretaries, shall be responsible for drawing up an 
agenda, recording proposals, and posting minutes from each 
meeting. One secretary shall be responsible for the treasury. 

Section 4: At least forty-eight hours in advance of a meeting, any proposals 
or topics for discussion shall be received by the Executive Com- 
mittee. An agenda for the meeting shall be drawn up and posted 
at least twenty-four hours in advance. On measures requiring a 
vote, all members of the School Government Association may 
vote. A 2/3 majority shall be considered a quorum. 

Any measure passed at a town meeting shall be subject to the approval of 
the Principal. 

Section 5: Students on the Executive Committee may be elected from any 
class. Nominations and elections for all offices may be made by 
all members of the School Government Association. All nomina- 
tions shall be subject to the approval of the administration. 
With the exception of one secretary and the moderator who 
shall serve two consecutive terms, officers shall change each 
term and no other person may hold office consecutively, though 
an office may be held more than once in a school year. The 


secretary serving the double term shall be chosen by the three 
secretaries during the first term and the moderator shall be 
elected for two terms. In case of the resignation of an officer 
before her term has expired, a special election shall be held. 

ARTICLE IV — House Government 

Section 1 : There shall be a system of house governments based on mutual 
cooperation and consideration. The students in each dormitory 
together with the Resident Advisor shall be responsible for de- 
ciding the rules of courtesy which govern that dormitory. All 
such rules must be approved by the administration. 

Section 2: Each outside house and each corridor in Draper shall elect a 
leader who shall work with the Resident Advisor to enforce 
house rules, to conduct house meetings, and to represent her 
house or corridor at Town Meetings when necessary. Elections 
shall be held each term. 

ARTICLE V — Honor Board 

Section 1 : The Honor Board is a judiciary body which acts in an advisory 
capacity to the administration. It also serves as a court of 

Section 2: The Honor Board shall be made up of five persons: one girl from 
each class and one faculty member. Each girl shall be elected 
by her own class and the faculty member shall be elected by the 
faculty. All nominations shall be subject to the approval of the 
administration. The members of the Honor Board shall serve for 
two terms on a rotating basis to insure continuity. The chairman 
of the Honor Board shall be chosen each term by the Board 
from its own membership. No person may hold office consecu- 
tively, though an office may be held more than once in a school 

ARTICLE VI — Amendment and Ratification 

Section 1 : Amendments to this Constitution may be proposed by any mem- 
ber of the School Government Association and shall be ratified 
by a two-thirds vote of the members of the School Government 
Association, with the approval of the administration. 

Section 2: This Constitution shall be ratified or dissolved when two-thirds 
of the members of the School Government Association vote in 
favor of its ratification or annulment. Its ratification or annul- 
ment shall be subject to the approval of the administration. 


Any proposal brought up as completely new business without having been 
on the agenda may be debated at any length during the Town Meeting but 
not be voted on until the following Town Meeting. 


Board of Trustees 

Philip K. Allen, President Andover 

G. Grenville Benedict Providence, R.I. 

Melville Chapin Cambridge 

James K. Dow, Jr., Treasurer Andover 

Mrs. Carl F. Floe Belmont 

Donald A. Gordon, Principal Andover 

Mrs. Lenert W. Henry New London, N.H. 

Mrs. Edmund W. Nutting Rockport 

Lovett C. Peters Chestnut Hill 

E. Benjamin Redfield, Jr. Swampscott 

Guerin Todd Fairfax, Va. 

Alumnae Trustees 

Trustees Emeriti 

Mrs. John E. Cain, Jr. 
Mrs. John B. Ogilvie 

John Radford Abbot 
Mrs. Reeve Chipman 
Burton S. Flagg 
Mrs. Wilbur K. Jordan 
Rev. Sidney Lovett 
Mrs. Horatio Rogers 
George Ffrost Sawyer 
Stoddard M. Stevens 

Darien, Conn. 


Hutchinson, Kansas 

North Andover 


New Haven, Conn. 

North Andover 

Durham, N.H. 

Short Hills, N.J. 



DONALD A. GORDON, Principal 

B.A. Yale University; M.A. University of Pennsylvania 

CAROLYN GOODWIN, Director of Studies; Mathematics (Chairman) 
B.A., M.A. Smith College 

CAROLYN JOHNSTON (Mrs. Malcolm), Dean of Students; English 
B.A. Radcliffe College; Tufts University 

PETER THOMAS STAPLETON, Assistant to the Principal; English 
B.A. Yale University; M.A.T. Harvard University 

MARION FINBURY (Mrs. Herbert), College Counselor 
B.A. Vassar College 

FAITH HOWLAND KAISER (Mrs.), Director of Admissions; Latin (Acting 

B.A. Wellesley College; Harvard University Graduate School of Arts and 

RICHARD E. SHEAHAN, Director of Development 
University of Oregon 

RICHARD C. GRIGGS, Business Manager 

B.A. Princeton University; Trenton State Teachers College 


JAMES L. BUTLER, Superintendent of Building and Grounds 

LUCY B. COLE (Mrs. Edward), Director of Permissions 

FLORENCE P. GRIFFITH (Mrs.), Registrar 
B.A. American University 

SARAH PROCTOR, Director of Food and Housing 

DORIS E. SACHSE (Mrs. Malcolm), Assistant to the Business Manager 

THERESA STEWART (Mrs. Robert), Bookstore Manager 
B.S. University of Massachusetts 


B.A. Wheaton College; Ed.M. Boston University; Harvard University 

PRISCILLA WILE (Mrs. Perry S.), Assistant to the Business Manager 

DEBORAH BRIGGS WITTE (Mrs. Richard), Assistant to the Director of 

B.A. Lawrence University 



Baccalaureat-es-Lettres, University of Rennes; B.S. Dumfermline H.S.; M.A. 
Edinburgh University 

JEAN DIETEL BENNETT (Mrs. John), Mathematics 
B.A. Pembroke College; Ed.M. Harvard University 

AUDREY N. BENSLEY (Mrs. Gordon G.), Ceramics 
Hood, Jackson, University of New Hampshire 

ANNE BUGBEE (Mrs. Bruce), English 
B.A. Bennington 

SUSAN CLARK (Mrs. David D.), Latin; Greek 
B.A. Swarthmore; M.A. Yale University 


B.A. Skidmore College; Boston University; Middlebury College 

MARGARET COUCH (Mrs. James H ), Librarian 
B.A. Wheaton College 

EDWINA FREDERICK (Mrs. Wayne), French 

B.S. in Education, Southeast Missouri College; M.A. Columbia University 

PATRICIA FREUND, Biology; Ecology 

B.A. Smith College; M.F.S. Yale School of Forestry 


B.A. University of Missouri; Wesleyan University 

B.A. Assumption College; M.A. Trinity College; Certificat: Sorbonne; Uni- 
versity of Massachusetts 

B.A. Princeton University 

MARJORIE A. HARRISON (Mrs. Fred), Physical Education 
B.A. Connecticut College for Women 

ULRICH HEPP, French; German 

Advanced Study in Linguistics at University of Zurich 

MARILYN HOYT (Mrs. Robert), Chemistry 

B.S. Denison University; Massachusetts Institute of Technology 

CHRISTINE RONAY JOHNSTON (Mrs. M. Andrew), Music (Chairman) 
B.A. University of California at Berkeley; M.A. Harvard University 

B.A. Yale University 

DOROTHY Y. JUDD, Spanish (Chairman) 

B.S. College of William and Mary; M.A. Columbia University; M.A. Middle- 
bury College 


B.A. Wayne University; M.A. Columbia University 


GEORGES N. KRIVOBOK, Head of Modern Languages; French (Chairman) 
B.A. Swarthmore; M.A. Middlebury 

FRANCES N. LADD (Mrs.), English, Speech 
B.A. Connecticut College 

ROBERT T. LAURENCE, Mathematics 
B.S. Ohio State University 

SUSAN M. LLOYD (Mrs. Robert A.), History 
B.A. Radcliffe College; M.A.T. Harvard University 

B.A. Amherst 

WENDY SNYDER MACNEIL (Mrs. Ronald), Photography 

B.A. Smith College; M.A.T. Harvard University; Massachusetts Institute of 


B.A. Middlebury College 


B.A. Princeton University; M.A. Columbia University 

MARY SOPHIA MINARD, History (Chairman) 
B.A. Smith College; M.A.L.S. Wesleyan University 

STEPHANIE BLAKE PERRIN (Mrs. Stephen), Art History; Curator, John- 
Esther Art Gallery 

Barnard; B.A. Boston University; M.A.T. Harvard University 

B.A. Columbia University 

VIRGINIA POWEL (Mrs. Harford W. H., Jr.), Art, Visual Perception 
Bachelor of Design, Sophie Newcomb College; Arts Students' League, Cin- 
cinnati Academy of Art 

NANCY PRICE (Mrs. Meredith), English 

B.A. Mount Holyoke College; M.A.T. Harvard University 

SHIRLEY RITCHIE, Physical Education 

B.S. New Jersey State Teachers College, Trenton 


B.Mus. Boston University College of Music; Piano with Gregory Tucker; 
Ensemble with Wolfe Wolfinsohn 

CRISTINA A. RUBIO (Mrs. Angel), Dance 

Studied under Marina Noreg, Birger Bartholin, Olga Preobrajenska and 

JEAN MARY ST. PIERRE, English (Chairman) 
B.A. Wheaton College; M.A. Columbia University 

B.A. Vassar College; M.A. Wellesley College 


B.A. Rollins College; M.A. Boston University 


ANDREW STRAUSS, Mathematics 
B.A. Dartmouth College; J.D. New York University 

DAVID S. TOWER, Mathematics 
B.A. Williams College 

PHILIP R. TRUSSELL, Visual Studies 

B.F.A. University of Texas; M.F.A. Yale University School of Art and 

HILDA WHYTE (Mrs. James), Physics (Science Chairman) 
B.S. Michigan State University 

ANNALISE WITTEN (Mrs. Oscar), History 
M.A. University of Frankfurt; Sorbonne, Columbia University 

Health Department FRANCIS GORDON SOULE, School Physician 

B.A. Dartmouth College; M.D. New York University 

JULIA KATHLEEN AYRE, R.N., Resident Nurse 

Hospital for Sick Children, Toronto; Post Graduate of Toronto Hospital 

Resident Advisers ELEANOR ABBOT (Mrs. Capen), French House 
B.A. Connecticut College 

SHARON FLYNN, Resident Aide, Abbey House 
B.A. Jackson College 

PAMELA E. HILL, Resident Aide, Draper Hall 
B.A. Coppin State College 

FRANCES HOWARD (Mrs. Linwood), Cutler House 
B.S. Framingham State 

CHRISTINE RONAY JOHNSTON (Mrs. M. Andrew), Flagg House 
B.A. University of California at Berkeley; M.A. Harvard University 

B.A. Yale University 

AMY LEVIN, Resident Aide, Draper Hall 
B. A. Wellesley College 

JUDITH McCAHILL (Mrs. William), Hall House 
B.A. University of Delaware; M.A. Emory University 

B.A. Boston College 

VIRGINIA MORGAN (Mrs. Francis), Substitute 

B.A. Rollins College; M.A. Boston University 

OLGA TOMPKINS (Mrs. Wilton), Substitute 

ISABELLE H. TRENBATH (Mrs. Gerald S.), Sherman House 
Smith College 

SALLY WARNER, Draper Hall 

New England Conservatory of Music 


DEBORAH BRIGGS WITTE (Mrs. Richard), Chapin House 
B.A. Lawrence University 

RICHARD WITTE, Chapin House 
B.A. Lawrence University 

MARIE BONDE (Mrs. Jes), Assistant to the Director of Food and Housing Administrative Staff 

BERDINE DiCLEMENTE (Mrs. Frank), Secretary, Alumnae Office 
B.S. Nazareth College 

EDITH A. JOHANSON, Bookstore Assistant 

SHARON BOYLE (Mrs. William), Secretary to the Director of Studies 

JOYCE LAUDER (Mrs. Edsall), Secretary, Permissions Office 

A. A. O'Neill Business College 

EUNICE G. O'BRIEN (Mrs. Joseph R.), Secretary to the Director of Ad- 

ELINOR O'NEILL (Mrs. John J.), Receptionist 

ELIZABETH RICHARDS (Mrs. George), Telephone Receptionist 

VIRGINIA SILVESTRO (Mrs. Richard), Secretary to the Business Manager 
Stenotype Institute of Boston 

MARGARET CHAMBERLAIN, Secretary to the Principal 

B. A. Heidelberg College (Tiffin, Ohio); Lesley College 

MARILYN TOTTEN (Mrs. Norman), Secretary to the Director of Develop- 

FLORA R. VALENTINE (Mrs. Ronald M.), Secretary to the Librarian 

JUNE WERMERS (Mrs. George), Secretary, Business Office 
Katharine Gibbs Secretarial School 


Students enrolled 
September 1971 
















(66 Boarders and 83 

Day Students) 








OHIO 11 








Outside the U.S. 









ST. JOHN U.S. V.I. 1 



STUDENTS, 1971-1972 

Abraham, Lisanne Harla 

Huntington Harbour, 

Adams, Nancy M. 

Westboro, Massachusetts 
Adams, Tracy 

Walpole, Maine 
Addante, Annelisa Rose 

Fitchburg, Massachusetts 
Aigler, Diane 

Duxbury, Massachusetts 
Allen, Aina Marie 

Andover, Massachusetts 
Allen, Anne Louise 

Richmond, Indiana 
Allston, Laree Y. 

Roxbury, Massachusetts 
Alvarez, Ana Rosa 

Jamaica, New York 
Armsden, Catherine R. 

Kittery Point, Maine 
Austin, Andrea Kristen 

Alexandria, Virginia 
Awad, Karen Bryce 

Wayland, Massachusetts 

Baird, Elizabeth Franklin 

Dunedin, Florida 
Baird, Melissa D. 

Dunedin, Florida 
Bangert, Barbara Jean 

Andover, Massachusetts 
Barnes, Faith 

Belmont, Massachusetts 
Barrett, Jane Elizabeth 

Concord, Massachusetts 
Bayldon, Sarah Studley 

New York City, New York 
Beane, Joy 

Needham, Massachusetts 
Beck, Katherine D. 

Exeter, New Hampshire 
Berry, Elizabeth R. 

Morristown, New Jersey 
Biddle, B. Gayle 

South Dartmouth, 

Blackman, Phoebe L. 

Groton, Massachusetts 
Blaxter, Joan Reath 

Sewickley, Pennsylvania 
Blewer, Cecilia F. 

New York City, New York 
Bliss, Margaret 

Dedham, Massachusetts 
Bloodgood, Sally 

Des Moines, Iowa 
Blumberg, Ann Catherine 

Stamford, Connecticut 
Bodenrader, Robyn Rose 

Andover, Massachusetts 
Bolton, Sarah 

Andover, Massachusetts 
Bostwick, Barbara Ann 

Haverhill, Massachusetts 
Bozek, Joan Leslie 

Dracut, Massachusetts 
Brainerd, Kristina L. 

Andover, Massachusetts 

Brazer, Lynn Smyth 

New Canaan, Connecticut 
Brisson, Beth Lee 

Haverhill, Massachusetts 
Brisson, Gail Ellen 

Haverhill, Massachusetts 
Brisson, Nancy C. 

Haverhill, Massachusetts 
Broaddus, Amy Elizabeth 

Andover, Massachusetts 
Broaddus, Laura Wells 

Andover, Massachusetts 
Brown, Claudia L. 

Washington, D.C. 

Cabot, Helen Ahern 

Wenham, Massachusetts 
Calvin, Linda Sue 

Estado Bolivar, Venezuela 
Cameron, Donna Lucy 

Lawrence, Massachusetts 
Camosy, Laurie Marie 

Kenosha, Wisconsin 
Carter, Jacqueline 

Bessemer, Alabama 
Carter, Virginia H. 

Short Hills, New Jersey 
Cashin, Jane Kevill 

Djakanta, Indonesia 
Caverly, Pamela Jane 

Andover, Massachusetts 
Chapman, Catherine Anne 

Closter, New Jersey 
Chapman, Margaret Virginia 

Closter, New Jersey 
Chesler, Lynn Margaret 

Manhasset, New York 
Clements, Mary Ellen 

Richmond, Indiana 
Cleveland, Hollis F. 

Wellesley Hills, 

Clifton, Nancy 

Andover, Massachusetts 
Cobb, Amanda 

Ipswich, Massachusetts 
Cofer, Caitlin 

Westfield, New Jersey 
Cogan, Ruth Louise 

Lowell, Massachusetts 
Connor, Hollis Anne 

Pelham, New York 
Contarino, Barbara Jeanne 

Andover, Massachusetts 
Cook, Brett W. 

Andover, Massachusetts 
Coolidge, Emily W. 

Iowa City, Iowa 
Cooper, Sarah C. 

Avon, Connecticut 
Corning, Valerie Alden 

Palm Beach, Florida 
Costa, Susan Elizabeth 

Norwich, Connecticut 
Couch, Margaret Fallon 

Andover, Massachusetts 
Coward, Carroll Lambom 

Essex Fells, New Jersey 

Coward, Elizabeth L. 

Essex Fells, New Jersey 
Coxe, Helen Eyre 

Brunswick, Maine 
Crane, Carolyn Sinclair 

Dalton, Massachusetts 
Curtis, Stephanie Diane 

Lowell, Massachusetts 
Cutler, Elisabeth 

Westwood, Massachusetts 

D'Abre, Kathleen Therese 

East Dennis, Massachusetts 
Davis, Dorinda L. 

Center Harbor, 

New Hampshire 
Dayton, Lauranne Lee 

Newton, Massachusetts 
Deitrick, Angelyn C. 

Old Lyme, Connecticut 
DeLucia, Dianne Ellen 

Andover, Massachusetts 
DeSilva, Maria Consuelo 

LaJolla, California 
de Wolf, Ainslie C. 

McLean, Virginia 
Dodd, Genevieve C. 

St. Clair, Michigan 
Dodson, Dorothy Tyrrell 

Evanston, Illinois 
Dorsey, Nina Burton 

Wilmington, Delaware 
Dougherty, Susan M. 

Canton, Ohio 
Doyle, Shauna Louise 

Rye Beach, New Hampshire 
Dwight, Leslie Rathbun 

Holyoke, Massachusetts 

Earle, Theresa Sue 

Andover, Massachusetts 
Eason, Robin Theresa 

Haverhill, Massachusetts 
Eccles, Lydia Lawrence 

Andover, Massachusetts 
Elias, Felecia S. 

North Andover, 

Elicker, Victoria Jaye 

Westfield, New Jersey 
Eusden, Suzanne Bonner 

Andover, Massachusetts 
Evans, Elizabeth Temple 

Demarest, New Jersey 
Evans, Gustavia 

Monroe, Louisiana 

Fauver, Elizabeth L. 

Perrysburg, Ohio 
Feldman, Mindy Diane 

Merrick, New York 
Field, Louisa Trumbull 

Pittsfield, Massachusetts 
Finn, Patricia Macy 

Nairobi, Kenya 
Fisher, Liliom Gail 

Glencoe, Illinois 
Fowlkes, Gwendolyn K. 

Richmond, Virginia 

Frazier, Jeanne Marie 
St. John's, 

Newfoundland, Canada 
Friedan, Emily Sarah 

New York City, New York 
Friend, Brenda Alona 

Boston, Massachusetts 

Gamble, Wendy Cushing 

Baltimore, Maryland 
Gass, Katherine D. 

Andover, Massachusetts 
Gibert, Julia Marion 

Falls Church, Virginia 
Gibney, Eleanor Ferard 

St. John, U.S. V. I. 
Gifford, Linda S. 

North Andover, 

Gilbert, Sally Jo 

Cumberland, Maryland 
Gilday, Diane Frances 

Andover, Massachusetts 
Godfrey, Alexandra Strong 

Vinalhaven, Maine 
Goodman, Lori C. 

Lyme, New Hampshire 
Gorham, Lucy Stetson 

Cape Elizabeth, Maine 
Gove, Kimberly Ann 

Andover, Massachusetts 
Goyer, Barbara Marie 

Chapel Hill, North Carolina 
Graham, Lynn Hayden 

Bristol, Connecticut 
Grandmaison, Linda Dawn 

Durham, New Hampshire 
Gray, Vanessa S. 

Richmond, Virginia 
Grecoe, Kim Marie 

Andover, Massachusetts 
Griffin, Nancy Lynn 

Dysart, Iowa 
Grosvenor, Sara Anna 

Bethesda, Maryland 
Gunther, Claudia M. 

Guilford, Connecticut 
Gyrsting, Karen May 

Andover, Massachusetts 

Hall, Elizabeth Ann 

Winchester, Massachusetts 
Hamilton, Constance C. 

New York City, New York 
Hamlin, Charlotte 

South Dartmouth, 

Hardenbergh, Helen Marriott 

Gloucester, Massachusetts 
Harrison, Jody Ellen 

Eugene, Oregon 
Harrison, Vicki Dawne 

Andover, Massachusetts 
Heifetz, Debra Ruth 

Lowell, Massachusetts 
Henderson, Elizabeth Mason 

Gladwyne, Pennsylvania 
Hendrix, Leslie K. 

Stonington, Connecticut 


Hi I Ihouse, Margaret I. 

Old Lyme, Connecticut 
Ho, Christine Kan 

Stanley, Hong Kong 
Hockmeyer, Lisa 

Westford, Massachusetts 
Hodgkins, Virginia Louise 

Lake Forest, Illinois 
Hoitsma, Ellen Louise 

Andover, Massachusetts 
Holden, Antonia V. 

Albany, New York 
Hoover, Ann C. 

North Canton, Ohio 
Horowitz, Julia Sarah 

Boston, Massachusetts 
Horowitz, Linda Jane 

Scarsdale, New York 
Horton, Patience G. 

North Andover 

Howes, Anne E. 

Birmingham, Michigan 
Howland, Leslie B. 

Lynnfield, Massachusetts 
Hudson, Mardi Jane 

Denver, Colorado 

Irwin, Marion R. 

Rowayton, Connecticut 

Jablonski, Kristine Ann 

Andover, Massachusetts 
Jackson, Virginia Robins 

Overland Park, Kansas 
Jewkes, Claire Frances 

State College, Pennsylvania 
Johnson, Beatrice B. 

Hingham, Massachusetts 
Johnson, Joyce Ann 

Richmond, Virginia 

Kazarosian, Marsha V. 

Haverhill, Massachusetts 
Keesling, Katherine Joan 

Fort Bragg, North Carolina 
Keller, Lisa 

North Andover, 

Keller, Meredith M. 

Canton, New York 
Kennick, Sylvia Bowditch 

Amherst, Massachusetts 
Kent, Elizabeth Cryer 

Andover, Massachusetts 
Kessler, Mary P. 

Cambridge, Massachusetts 
Kinq, Wendy Frances 

Dobbs Ferry, New York 
Kip. Carlotta Bishop 

Ossining, New York 
Knowles, Sara Meredith 

Denver, Colorado 
Kottke, Nancy V. 

Pelham, New York 
Kuehl, Christine Ann 

Peekskill, New York 
Kyaer, Nora Dose 

Andover, Massachusetts 

Lamb, Cheryl Noyes 

Plaistow, New Hampshire 

Lanzillo, Nina Francesco 

Melrose, Massachusetts 
Landry, Christina Mary 

Andover, Massachusetts 
Laskowski, Margo L. 

Duluth, Minnesota 
Lavin, Maud Katherine 

Canton, Ohio 
Leach, Lucinda Anne 

Attleboro, Massachusetts 
Leith, Sara Jane 

McLean, Virginia 
Lerer, Jill Donna 

Lowell, Massachusetts 
Leroy, Ruth Andree 

Chicago, Illinois 
Lewis, Celia 


North Carolina 
Lewis, Karen Lucretia 

Santurce, Puerto Rico 
Lichtman, Joan E. 

Andover, Massachusetts 
Lilienthal, Susan 

Stamford, Connecticut 
Lilly, Kate Brinkmeyer 

West Falmouth, 

Lindquist, Nancy Jean 

Bedford, New York 
Long, Lydia 

Cohasset, Massachusetts 
Lothrop, Robin B. 

Manchester, Massachusetts 
Lunder, Deborah Ruth 

North Andover, 


Macartney, Susan 

Andover, Massachusetts 
Machie, Susan Jane 

llo, Peru 
Mackinnon, Nancy C. 

Bedford, New York 
Mackor, Paula Ann 

North Andover, 

Markley, Noreen Amelia 

North Canton, Ohio 
Martel, Priscilla A. 

Fitchburg, Massachusetts 
Martin, Josephine C. 

Amherst, New Hampshire 
Mason, Charlotte Hay 

Pittsburgh, Pennsylvania 
Merriam, Ann E. 

Andover, Massachusetts 
Millier, Kimberly Louise 

Andover, Massachusetts 
Miller, Mary Jane 

Andover, Massachusetts 
Mish, Eleanor Joanna 

Bridgewater, Massachusetts 
Mitchell, Teresa Lee 

Cleveland, Ohio 
Mosca, Joanne D. 

Methuen, Massachusetts 
Mossman, Deborah Jane 

Lunenburg, Massachusetts 
Munro, Rosalind 

Hot Springs, Arkansas 
McCabe, Marcia B. 

Wallingford, Pennsylvania 

Nahill, Jeanne Marie 

Methuen, Massachusetts 
Nelson, Lisa Susan 

Plaistow, New Hampshire 
Nelson, Marcia Leigh 

Andover, Massachusetts 
Nelson, Sara 

Kingston, Pennsylvania 
Nicolosi, Rosemary B. 

Methuen, Massachusetts 
Nourse, Karen Tosdal 

Marblehead, Massachusetts 

Olbert, Elizabeth 

Melrose, Massachusetts 
O'Reilly, Mary-Jo 

Andover, Massachusetts 

Padjen, Elizabeth Seward 

Topsfield, Massachusetts 
Padjen, Jean Seward 

Topsfield, Massachusetts 
Palermo, Ann M. 

North Andover, 

Palmer, Laurie Ann 

Danvers, Massachusetts 
Pappas, Dorothy Carol 

Ipswich, Massachusetts 
Park, Rebecca Chapman 

Portland, Oregon 
Parke, Mama Joyce 

Meriden, Connecticut 
Pease, Belinda 

Southington, Connecticut 
Pel letier, Karen Anne 

Andover, Massachusetts 
Pennink, Elizabeth Louise 

New York City, New York 
Pernokas, Karen Ann 

North Andover, 

Pernokas, Martha Ann 

North Andover, 

Petty, Cornelia Torrey 

Stonington, Connecticut 
Pinks, Nancy Beecher 

Meriden, Connecticut 
Polebaum, Beth Merle 

Lowell, Massachusetts 
Polk, Alison Elizabeth 

Reston, Virginia 
Ponty, Caren Marjorie 

Andover, Massachusetts 
Portnoy, Lori Mae 

New Bedford, 

Prescott, Mary H. 

San Francisco, California 
Pirce, Nadine Todd 

Fitchburg, Massachusetts 
Pugh, Jane Warren 

Youngstown, Ohio 
Putman, Andrea Sue 

Toledo, Ohio 
Putman, Sheridan L. 

Toledo, Ohio 
Putnam, Rebecca D. 

Salem, Massachusetts 
Pynchon, Barbara H. 

Winthrop, Maine 

Quinn, Kathleen Ann 
North Andover, 

Rainville, Karen Andrea 

Methuen, Massachusetts 
Randazzo, Anne Louise 

North Andover, 

Rawson, Linda C. 

New York City, New York 
Reardon, Kathleen 

Bangkok, Thailand 
Redman, Elizabeth R. 

Andover, Massachusetts 
Reynolds, Aieta Lynn 

Pelham, New Hampshire 
Reynolds, Alexandra Joan 

Concord, Massachusetts 
Richards, Harriet M. 

Duxbury, Massachusetts 
Richardson, Elizabeth Sarah 

Concord, Massachusetts 
Rivers, Rebecca Anne 

Danvers, Massachusetts 
Robert, Elisabeth Blanche 

Alpine, New Jersey 
Roberts, Ann Louise 

Des Moines, Iowa 
Rodgin, Susan Gail 

Bluefield, West Virginia 
Rogers, Amy Joyce 

Andover, Massachusetts 
Rogers, Deborah King 

Andover, Massachusetts 
Rogers, Martha Emerson 

Andover, Massachusetts 
Rosenberry, Nancy 

Englewood, Colorado 
Roth, Deborah Edith 

Sidney, Ohio 
Ryan, Barbara Helen 

Mansfield, Ohio 

Samel, Terri Ann 

Andover, Massachusetts 
Sandoe, Susan Holiday 

Bloomfield Hills, Michigan 
Saunders, Hope 

Tewksbury, Massachusetts 
Sawicki, Ann Marie 

Meriden, Connecticut 
Schmertzler, Amy Jane 

Lexington, Massachusetts 
Schuller, Deborah Lawrence 

Beirut, Lebanon 
Schutte, Megan 

Glenbrook, Nevada 
Selden, Deborah D. 

West Hartford, Connecticut 
Shaine, Abigail Anne 

Manchester, New Hampshire 
Shea, Sarah Parker 

New York City, New York 
Sherwood, Frances W. 

Manchester, Massachusetts 
Smith-Petersen, Sara L. 

Lunenburg, Massachusetts 
Snelling, Marjorie P. 

Allentown, Pennsylvania 
Snowden, Katherine Lee 

West Dennis, Massachusetts 



ABC Program 66 

Academic Program 

Coordination with English 22 Music 38 

Phillips French 32 Physics 44 

Academy 9 German 35 Psychology .... 40 

Description of Greek 19 Religion 40 

Courses 13 History 26 Russian 36 

Art 13 Humanities .... 29 Science 42 

Biology 43 Latin 20 Spanish 37 

Chemistry 44 Mathematics ._ 30 Speech 45 

Administration and Faculty 71-75 

Admission 5 

Alumnae Association 66 

Art Gallery 66 

Automobiles 61 

Bookstore 66 

Calendar 1 

College Admissions 47 

Constitution of School Government Association 68 

Cum Laude Society 66 

Daily Schedule 60 

Dorm Council .. 64 

Dormitories and Rooming Arrangements 63 

Dress 62 

Driver Education 65 

Extracurriculum and Social Activities 52-56 

Financial Aid 6 

General Information 58 

Health Supervision 62 

Honor Code 66 

Honor Rules 67 

Housekeeping 64 

Laundry and Drycleaning 64 

Leaves and Permissions 59 

Library 65 

Physical Education 58 

Purposes and Aims of Abbot Academy 3 

Religious Life 64 

School Government Association and Town Meeting 66 

Smoking 64 

Students, Geographical Distribution and Enrollment 77-80 

Study Hours 62 

Trustees, Board of 70 

Tuition and Fees 48 

Typing instruction 65 

Weekend Schedule 61